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SURVEY

¨The Claretian Mission 2014¨

Commentaries

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Presentation and acknowledgements The study ‘The Claretian Mission in 2014’ seeks to be a continuation of the analysis made in 2003 by the General Prefect of Apostolate. Twelve years have gone by since then and the Congregation has continued to move forward. It would seem convenient to look at what we Claretian Missionaries are today with respect to apostolic activities, especially when the XXV General Chapter is going to deal with the theme of The Claretian Mission Today. We know that the Mission is much more than the missionary projects carried out in the diverse positions but, like the missionaries we are, a study about the apostolic activities could throw much light on where we have to put the emphasis so as to be more Claretian each day. It is, then, a study thinking of the XXV General Chapter but also a study that could serve for the programming of the Apostolate of the Congregation and of each continent for the next sexennium. The data of each position, Organism and Conference will be available to all Claretian Missionaries in complementary folders. The road to the drawing up of this survey has been long and very demanding for all. The Prefects of Apostolate, Provincial Secretaries, and those responsible for apostolic positions have used part of their valuable time to respond to the surveys and organise their responses. Thanks to all of them for the effort. Thanks also to all the Claretians that have helped in the elaboration of the text: Manuel Tamargo who during several weeks helped me to tabulate the responses, to Pedro Belderrain for his suggestions about the interpretation of the data and to Benjamin Elcano for correcting the Spanish. Thanks to the Claretian translators: to Lluis Balana, translating to French, and to the group of translators to English, first of all to Jesus Vazquez, my constant collaborator, but also to Jesu Dass, Chris Newman, Angle Ochagavia, Loui Gudes, Anthony Ibowe, Nathaniel Chibuike and Efren Limpo. I hope that you will excuse the errors, fill in what is lacking, suggest further studies and ask anything that you consider opportune.

Rome, June 2015

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Contents

SURVEY

¨The Claretian Mission 2014¨

Commentaries

Presentation and acknowledgments 3

I. Approach to the Study 7 1. The objective of the study 9 2. Development of the measuring instrument 9 3. Implementation of the survey 10 4. Presentation of results 10 5. Table of responses grouped by positions and continents 11

II. Presentation of the types of positions 15 1. Parishes 17 2. Schools. Centers of formal education 27 3. Social Minnistry 41 4. NGO with recognition before The State 47 5. Specialized Pastoral Teams 53 6. Churches, Shrines and Spirituality Centres 61 7. Social Media Apostolate 69 8. Residences and Hostels 75 9. Spirituality Centers and Retreat Houses 85 10. Higher ecclesiastical study centres 89 11. Higher study centres of Organized teaching. Faculties and Universities 93

III. Over all analysis 97 1. Distribution of the Claretian missionary presence 99 2. The Claretian Missionaries in the types of positions 103 3. By way of conclusion. The charisma of the Claretian Missionaries in the service of the Church and the world

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I

Approach of the Study

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1. Objective of the study The objective of the present investigation on the Apostolic Positions of the Claretian Missionaries is to present their situation in the different continents and grouped as positions of the entire Congregation. It may be a useful analysis for this General Chapter focused on the Mission and it may also be for the formulation of the Plan of Apostolate for the next sexennium and the respective continental plans of evangelization. 2. Development of the measuring instrument The material of application of the survey was prepared on the basis of the data gathered from the “Report on the Apostolate of 2003” made by the Prefecture of Apostolate of the Claretian Missionaries. On that occasion the positions that were investigated in each Organism of the Congregation were: Missions, specialized ministry Teams, Apostolate of social communication, Parishes, Education Ministry, social Ministry, higher Centres of ecclesial Studies, Retreat Houses, specialized Ministries and Revision of positions. On the present occasion the apostolic Positions of the study have been modified and widened and we have come up to this list:

01 Major Organism. Statistical data. 02 General information. of the Major Organism 03 Social Media Apostolate

3A. Publishers 3B. magazines 3C. Information bulletins missionary 3D. Radio and TV 3E. bookstores 3F. websites

04 Specialized Pastoral Teams 05 Parishes 06 Churches, Shrines and Spirituality Centres 07 Schools. Centers of formal education 08 Social Pastoral 09 Higher Ecclesiastical Study Centers 10 Centros de espiritualidad y casas de retiros 11 NGO with official recognition befor the State 12 Universities. Formal Higher Education 13 Residences and Hostels

In the forms relative to each of these types of positions, the content of the questions has been adapted to the situation and present needs of the Congregation. To the extent that this has been possible, the answers of the 2003 survey have been gathered to elaborate closed questionnaires; each new questionnaire has been written on the basis of the five items with greater frequency of each continent. The original forms were prepared in Spanish and were translated by Claretians born in Spain and with many years of experience in the linguistic area (French or English) to which they were supposed to translate the items. The definition of each of the categories (types) of positions were agreed on by the Prefects of Apostolate and sufficiently known in the whole Congregation. However it is possible that some of the answers may not have been sufficiently understood by some recipients, although this is one variable that is almost impossible to control in international surveys. Each one of the 13 forms in French, English and Spanish was sent to the Prefects of Apostolate of the Congregation and was placed in the Web page of Apostolate (www.apostoladocmf.org) with the intention of making the access easier to the recipients of the survey.

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3. Implementation of the survey The aim and the forms of the survey were presented to the Prefects of Apostolate in the meeting of Lisbon in July-August, 2014. It was decided there that the forms would be sent to the most adequate person in each position in order to assure that they would be answered; the Prefects of Apostolate themselves would send the answers to the General Prefecture of Apostolate before December 2, 2014, preferably by Internet. Each survey, in any case, has been accomplished by persons who directly know the reality of each position. The actual application of the survey has encountered the problems proper to the communications in almost all the continents, except in Europe. Anyway, most of the possible answers, given by the directly involved persons and, exceptionally, by the Prefects of Apostolate or Secretaries of the corresponding Organisms, in any case responded by persons who knew the position to which the corresponding form was referring to, have already arrived. With the exception of two Organisms of Africa (one mission has sent nothing and another one has sent only partial information) and some specific positions from the rest of the world, all the responses have been received, and very few had to be rejected. Therefore we can conclude that the basis on which the results have been built is representative and valid. A total of 796 forms have been received; from these practically all of them have been included in the data; those rejected are around 1%. The accomplished forms were being received throughout the months of December, January, February and March. The tabulations of results began in April and ended at the beginning of May. 4. Presentation of results In the main body of the investigation we are not going to present the totality of the data but only those which may have an adequate meaningfulness and validity in some cases, or the results with a higher frequency. In the tables of closed, long responses, only the first five most voted results will be presented. In an annex the totality of the results of the tables may be consulted. Number 1 and 2 correspond to general informations on the Organisms. From the group corresponding to n. 3, letters “C” and “F” have been rejected, because they are not considered meaningful for a study on the Apostolate of the Congregation. The results of each position will be found in a file that will be given to the members of the XXV General Chapter. The first part is the presentation of results by missionary positions; this presentation will be made starting from the positions with highest statistical frequency, in a decreasing direction. In the presentation of the first five types of positions the responses by continents have been segregated in order to better appreciate the coincidences and peculiarities among continents; in the rest the number of responses by continent is not sufficient, statistically speaking, to be able to make comparisons and therefore they will be presented without segregation. In the second part the analysis will be tackled, by continents, of the five positions with greater statistical frequency; this analysis will present a different viewpoint, adequate to each continent. In the survey of 2003 there was a section dedicated to the missions. In the questions of the 2014 survey there was not one dedicated to the missions but in its place was included a question in the survey for the Prefects of Apostolate about the positions which each Organism considered to be a mission. Question 2.8 defined the missions thus: pastoral positions in areas of sparce Christian presence or in areas entrusted to the

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Congregation to develop in them the local Church. Despite trying to specify by means of the definition the concept of mission, its application had been very diverse in such a way that the responses cannot be accepted with sufficient statistical validity. I reckon that we will have to make the effort to clarify the concept of mission as to how it should be understood in the Congregation at this time. 5. Table of responses grouped by positions and continets In the following synoptic chart the positions appear, ordained by continents and according to the most significant types of positions in the Congregation.

Table 0: Positions of the Congregation as of December 2014 Tipo de posiciones África América Asia Europa Oceanía Total

3A. Publishers 5 2 8 3 18 3B. magazines 1 2 9 12 3D. Radio and TV 7 1 8 3E. bookstores 2 2 3 1 8 04 Specialized Pastoral Teams 11 13 7 18 49 05 Parishes 76 116 79 80 3 354 06 Churches, Shrines and Spirituality Centres 11 4 18 33

07 Schools. Centers of formal education 15 36 44 17 112

08 Social Pastoral 11 19 19 10 59 09 Higher Ecclesiastical Study Centers 1 1 2 3 7

10 Centros de espiritualidad y casas de retiros 1 11 8 11 31

11 NGO with official recognition befor the State 1 4 4 12 21

12 Universities. Formal Higher Education 4 3 7

13 Residences and Hostels 1 19 5 25 124 226 202 188 3 743

The number of positions which have not been included in the analysis of the final results may be considered as not relevant for the final results, due to the scarce number of the same; the number of positions of Africa, not considered in the study, may have a slightly greater influence in the total sums which might be increased in some types of positions. As we see on Table 0, 743 positions have been analyzed and grouped in 14 types of positions. Numbers 1 and 2 do not appear in the table because they are forms addressed to the Prefect of Apostolate and do not refer to any type of position. The greatest number of positions corresponds to America (226), followed by Asia (202), Europe (188), Africa (124) and Oceania (3).

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Regarding the types of positions, the parishes (354) occupy the first place, followed by the non-University regulated teaching Centres (112), Social Ministry (59), Specialized Teams (49), Churches and Shrines (33), Centres of Spirituality and Retreat Houses (31), Residences and hostels (25), Publishing Houses (18), Magazines (12), Radio and TV (8), Libraries and Multimedia (8), higher Centres of Ecclesiastical Studies (7) and higher Centres of regulated teaching (7). In Africa, America and Asia, the first three types of positions are, in this order: parishes, schools and social ministry. In Europe, the first three are: parishes, school and non-parochial churches. The higher centres of teaching are concentrated in Asia (3) and America (4); the boarding schools in Asia (19) and in Europe (5). The Centres of Ecclesiastical studies are present in the four continents, but their presence is higher in Europe (3). It may be said that, according to the results, the positions in Africa are concentrated in Parishes (76) and Teaching Centres (15) and linked with them, the specialized Teams (11) and the social Ministry (11) and in America, Asia and Europe the presences are more diversified among all the types of positions.

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II

Presentation of types of positions

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This section presents the main results on each one of the 14 types of analyzed positions and makes a brief evaluative commentary on the same. The order of presentation of the types of positions will be done from a higher to a lesser number of positions in the Congregation corresponding to each type.

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1. Parishes

It is the type of position most common in the Congregation. In the whole of the Congregation there are more than 354.1 The continent with most parishes is America (116), followed by Europe (80), Asia (79), Africa (76) and Oceania (3). The Congregation has encountered in this apostolic platform an especially important form for its implantation in the dioceses. But when we speak of parishes, we speak of very different realities; we certainly speak, basically, of a diocesan territory entrusted to the pastoral care of the Congregation through the corresponding community and pastor. Having said this, we must affirm that it is not the same to speak of a parish in a forest territory, of a parish in a city suburb or in the middle of a city with an aging population; it is not the same to speak of a parish with only one parochial centre than with several centres, or with many chapels in a vast territory. 1.1. Localization and conformation The table 5.12 presents the results about the places where the parishes are located. Other questions which were trying to clarify the social level of the population (income, level of education, etc.) had no adequate validity and reliability and have not been considered. Returning to the results of the table, we find there the presences that we have in each type of zone. We must note that one same parish may have part of its territory in a zone and part in another and therefore the total presences will not be 354, but more. Urban zone and marginal zone refer to the city; rural zone is well defined. The zone where we are more clearly present is the urban zone (209) and concretely, the Urban zone-working class neighbourhood. The second place is for the rural zone, where the presence in parishes with several population groups is outstanding. In the third place we find the marginalized zone of the city (108) and, more concretely, the peripheral area rather than the deteriorated centre. If we compare presences on the total of each continent, Europe and America are more centered on the work in the city; Africa and Asia, in the rural areas.

5.12 Localization of the parish Urban zone Marginal zone Rural zone

Residential quarter

Popular quarter

Suburbs Run-down urban areas

One-core zone

Multiple-core zone

África 5 20 15 15 17 21 América 51 41 24 9 3 34 Asia 12 10 19 14 23 24 Europa 23 44 8 4 12 11 Oceanía 3 0 0 0 0 0 Total 94 115 66 42 55 90

The table 5.13 complements the vision on the differentiation in the type of parish when it focuses the analysis on the number of parochial centres, chapels and meeting places that each parish has. Not including Oceania, because our presence is negligible (3), we see that the territorial conformation of places dedicated to worship and meetings are very different if we refer to Asia, America or África or we refer to Europe. In the case of Europe, the parishes are usually composed of one unique parochial unit, and one or few centres of worship and meetings; on the other hand, in the case of Africa, Asia and 1 354 is the number of responses received; although almost all have been counted, we know that some are lacking.

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America, the chapels and worship centres tend to be disseminated throughout the parochial territory, which might indicate a greater extension of territory to take care of.

5.13 Center for prayer and cult a Number of parochial

centers b Chapels- Stations b Meeting/Conference

centers One Several

(indicate number)

Number of which are attended by the

claretians

Total number

Africa 42 26 599 174 América 66 86 986 735

Asia 67 12 629 200 Europa 61 20 91 84

Oceanía 3 0 6 3 Total 239 144 2311 1196

1.2. Dedicated Personnel Let us take one step forward in the analysis of the parishes, looking at the persons working in them. We consider first of all, the Claretian Missionaries (table 5.20) and, together with them, the more direct collaborators. Regarding the results of the first group, we must consider the relative aspect of the question on the collaborators; it will be helpful to compare the numbers with those that the General Secratariat is using; at any rate, the results give a rather approximate idea (always below) of the number of Claretians working in the parishes. In the second group of results we must keep in mind the relative aspect of the concept of collaborators; in some answers they have been more restrictive and in others, broader; at any rate, there is some conclusion that may be obtained with a glint of credibility.

5.20. Claretians in service of the parish 5.20 a. All the time b. Collaborators

Priests Brothers Students / Deacons

Priests Brothers Students / Deacons

Parishes

AF 146 5 18 69 7 71 76 AM 250 20 16 61 3 40 116 AS 165 0 36 40 2 6 79 EU 182 16 4 64 5 5 80

743 41 74 234 17 122 354 T.01 Ep. Priests Deacons Brothers Students Novicices TOT % AM 11 637 61 82 41 832 27,7 AF 2 322 7 149 37 517 17,2 AS 539 8 235 44 826 27,50 EU 7 684 1 81 46 10 829 27,6 TOT 20 2182 1 157 512 132 3004 100

If we compare the numbers of the table 5.20 and those of the table 01, we see that more than 33% of the priests and brothers of the Congregation are directly involved in the parishes; the number increases even more if we add the collaborators, priests and brothers: it is more than 44% of the total. Therefore we ratify what we said in the previous section about the importance of the parish ministry. The percentage of presence in the parishes is greatest in Europe and in America; in this coincides the

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greatest number of brothers and very likely the age of the Claretians in America and Europe.

5.21. Número de laicos activamente comprometidos en actividades parroquiales

Men Women Parishes AF 3582 6141 76 AM 7738 12614 116 AS 3175 3665 79 EU 1706 2873 80

Independently of the fact that the number of lay persons committed in the parishes can’t be considered as being exact, given the variety of interpretations to which the question may be submitted, we certainly may assert two things: the conviction that the laity is necessary to carry out the parochial ministry and the essential importance of the feminine help, lower in Asia, for these tasks. 1. 3. The Parish Pastoral Project The responses (Table 5.17) present to us a panorama in which 310 of the 354 parishes have a Parish pastoral Project which, on 226 occasions, has been elaborated by the Parish Council and on 139 occasions, by the Claretian team. It would be good to explore what is called Parish Pastoral Project, since we have to distinguish among Project, Programme and Calendar of activities; this is left for further inquiries. The conscience is clearly detected that the existence of a Parish Pastoral Project is necessary which must be elaborated by the Missionary Claretians and the laity involved in the parish, very specially the members of the Parish Council 5.17 Pastoral Plan a. Does the parish has

a Pastoral Plan b. Elaborated by whom? Total

Parishes 354 NO YES Team of

Claretians Parish Council

With the participation of lay persons

AF 7 67 27 54 28 76 AM 18 98 33 57 53 116 AS 7 72 42 58 43 79 EU 9 70 34 54 31 80 OC 0 3 3 3 3 3 Total 41 310 139 226 158 354 A second step regarding the pastoral Project is knowing which are the urgencies that are perceived in the parochial Ministry. The challenges or “perceived urgencies” in the parochial ministry have three basic coincidences: the youth, the family and the formation and involvement of the laity. This may be said in three ways. Africa and Asia choose poverty and the health problems. America and Europe point out to the urgency of a more missionary and evangelizing work. Europe and Asia tackle the growing religious indifference.

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Question 5.23 is very similar to 5.16 although it is asked in a different way. It is a question that underlines more the missionary component of our presence in the parochial ministry. Here the following appear as serious problems that must be tackled in all the continents: the progressive alienation of the adolescents and the youth and the ever greater difficulty for their convocation appears in Africa (33/76), America (51/116), Asia (55/79), Europe (43/80). Problems that are less general to all the continents: The religious indifference in Europe (56) and America (48). The lack of basic Christian formation appears in America (43) and Asia (30). The impoverishment of the people in Africa (39) and Asia (43). The lack of material structures in Asia (31) and Africa (35). Lack of commitment of the parishioners in Europe (49) and America (60). In Africa (30/76) and Asia (31/79) the integration of the different groups and even the internal division of the parish appears as a difficulty. Two peculiarities are: The sects for Africa (48/76) and the ageing of the population in Europe (44/80). There seems to be a confluence in the concern for the

5.16 Challenges N: 354 5.16 Challenges: AFRICA N: 76 08 Evangelization of the youth 48 09 Poverty 38 10 Family situation (necessity of evangelization, problems related to family disintegration)

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06 Lack of committed lay persons 31 04 Lack of attention to health problems 31

5.16 Challenges: AMÉRICA N: 116 10 Family situation (necessity of evangelization, problems related to family disintegration)

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08 Evangelization of the youth 52 05 Lack of Christian formation 47 07 Formation of lay persons and promotion of evangelizers 47 15 Make a new Evangelization with more missionary work 39

5.16 Challenges: ASIA N: 79 01 Illiteracy 47 06 Lack of committed lay persons 44 09 Poverty 40 10 Family situation (necessity of evangelization, problems related to family disintegration)

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02 Growing religious indifference 33

5.16 Challenges: EUROPA N: 80 02 Growing religious indifference 56 08 Evangelization of the youth 46 10 Family situation (necessity of evangelization, problems related to family disintegration)

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15 Make a new Evangelization with more missionary work 42 07 Formation of lay persons and promotion of evangelizers 41

5.16 Challenges: OCEANÍA N: 3 02 Growing religious indifference 3 06 Lack of committed lay persons 3 08 Evangelization of the youth 3 10 Family situation (necessity of evangelization, problems related to family disintegration)

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12 Growing number of immigrants 3

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alienation of youth and, in the rest of the problems, a certain convergence between America – Europe and Asia – Africa. 5.23. Serious problems of the parish N: 354 5.23. Serious problems of the parish: AFRICA N: 76 15 Growing presence of sects 48 05 Impoverishment of the population 39 09 Lack of material structures 35 01 The youth is leaving progressively the church 33 03 Internal division within the parish and within the different groups, lack of sense of community

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5.23. Serious problems of the parish: AMÉRICA N: 116 08 Lack of engagement from the persons in the parish 60 01 The youth is leaving progressively the church 51 12 Religious indifference and persons abandoning their faith 48 02 Difficulty in convoking children and youth 43 10 Lack of basic Christian formation 43

5.23. Serious problems of the parish: ASIA N: 79 02 Difficulty in convoking children and youth 55 05 Impoverishment of the population 43 09 Lack of material structures 31 13 Integration of different cultural and ethnical groups 31 10 Lack of basic Christian formation 30

5.23. Serious problems of the parish: EUROPA N: 80 12 Religious indifference and persons abandoning their faith 56 08 Lack of engagement from the persons in the parish 49 06 Aging population 44 01 The youth is leaving progressively the church 43 02 Difficulty in convoking children and youth 37 1.4. The real options of the parishes Since these are the challenges and problems, how do the parishes respond to them? First we will see the table that corresponds to the objectives contained in the pastoral projects, both those explicitly or implicitly written; then we will see which are the groups and activities to which the Claretian parish dedicates the organization and the real time. The analysis will be done only with the five parishes that have received the highest number of elections when they were chosen as more important. 5.19 Principal activities of the pasrish: N: 354 5.19 Principal activities of the pasrish: AFRICA N: 76 01 Catechism on all levels 67 02 Liturgical celebrations 37 10 Faith-formation programs for the youth and juvenile groups 37 08 Basic Christian Communities 30 12 Social programs (caritas, attention to drug-dependents, etc) 30

5.19 Principal activities of the pasrish: AMERICA N: 116 01 Catechism on all levels 95 02 Liturgical celebrations 69 06 Bible courses 49 10 Faith-formation programs for the youth and juvenile groups 45 03 Liturgical celebrations that impulse Christian life 44

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5.19 Principal activities of the pasrish: ASIA N: 79 02 Liturgical celebrations 70 01 Catechism on all levels 64 11 Human promotion programs and solidarity 42 08 Basic Christian Communities 39 13 Social services 38

5.19 Principal activities of the pasrish: EUROPA 01 Catechism on all levels N: 75 02 Liturgical celebrations 46 03 Liturgical celebrations that impulse Christian life 39 12 Social programs (caritas, attention to drug-dependents, etc) 34 05 Conferences and Christian formation encounters 33

5.19 Principal activities of the pasrish: OCEANÍA N: 3 01 Catechism on all levels 3 02 Liturgical celebrations 3 05 Conferences and Christian formation encounters 3 07 Formation courses for evangelizers and catechists 3 09 Formation courses for lay persons and adult catechism for adults 3 The common activities are focused on the catechesis and the celebrations, in the five continents. The social Programmes in Africa (30), Asia (38) and Europe (34). The formation of youth in Africa (37) and America (45). The small Christian communities in Africa (30) and Asia (39), while in Europe (10) it appears in the last place. The biblical courses appear very high in America (49), but in Europe (10), as you can see in the annexed table, it appears in the penultimate place. Again aspects that are common to all the continents appear, such as liturgical celebrations or catechesis, and others that are different, like the small Christian communities or the biblical groups. In the case of the groups that really work in the parish, there is a very long list of possible groups. For this reason, the table 5.19 presents the 10 groups with greatest presence in the parishes of each continent. As you can see, the tendency is confirmed towards the celebration and the catechesis that we had seen in the objectives of the Pastoral Projects. Outside of the norm are: in Africa, the chapel catechists (52/76), in America, the biblical groups (62/116), the small Christian communities (50/79), in Europe, adult Catechumenate (33/80) and the biblical groups (44/80) which are not considered as “important”, as it appears in the responses to the question 5.19. 5.19. Principal groups that exist in the parish. Indicate only those who actually exist and functioning in the parish.

N: 354

5.19. Principal groups that exist in the parish AFRICA N: 76 16 Team of catechists 63 20 Altar servants team 62 23 Choirs 61 24 Catechism for confirmation team 57 25 Catechism for first communion team 56 28 Legion of Mary 54 18 Association of women 52 09 Catechists in the chapels, missionary stations, delegates of the Word 52 06 Liturgy Team 52 19 Marriage Team 48

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5.19. Principal groups that exist in the parish AMÉRICA N: 116 25 Catechism for first communion team 102 24 Catechism for confirmation team 99 16 Team of catechists 96 18 Liturgy Team 78 14 Evangelic Service for the sick Team 71 13 Bible Team 62 23 Choirs 59 20 Altar servants team 57 19 Marriage Team 55 31 Health Ministry 54

5.19. Principal groups that exist in the parish. ASIA N: 79 23 Choirs 72 25 Association of women 63 06 Catechism for first communion team 63 20 Altar servants team 58 07 Association of men 51 32 Basic Christian communities 50 05 Family gatherings 47 16 Team of catechists 44 18 Liturgy Team 33 24 Youth Center Claret 29

5.19. Principal groups that exist in the parish. EUROPA N: 80 25 Catechism for first communion team 67 18 Liturgy Team 64 24 Catechism for confirmation team 62 15 Caritas Team 54 16 Team of catechists 49 14 Evangelic Service for the sick Team 48 13 Bible Team 44 23 Choirs 38 19 Marriage Team 34 08 Catechumenate for adults 33

5.19. Principal groups that exist in the parish OCEANÍA N: 3 05 Family gatherings 3 16 Team of catechists 3 18 Liturgy Team 3 20 Altar servants team 3 23 Choirs 3 24 Catechism for confirmation team 3 25 Catechism for first communion team 3 Lastly the table 5.24 presents to us the supra-parochial activities. It may be easily understood that these are the activities that better specify the Claretians in the totality of parishes of the zone. Here we may truly see some of the main priorities that, as Claretians, we have truly adopted for many years. They appear in all the continents: the Formation Centre of evangelizers or the formation programs for the laity; the youth groups; the social attention centres, the premarital courses; the biblical formation in Europe (15/80), Asia (37/79) and America (36/116).

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5.24 Does the parish welcome extr-parrocchial activities or centers?: N: 354 5.24 Does the parish welcome extr-parrocchial activities or centers?: AFRICA N: 76 04 Formation center for evangelizers 37 02 Social attention center 36 14 Lay formation programs and courses 33 09 Formation courses for marriage 31 06 Youth center 29

5.24 Does the parish welcome extr-parrocchial activities or centers?: AMÉRICA N: 116 09 Formation courses for marriage 46 14 Lay formation programs and courses 37 02 Social attention center 36 13 Biblical formation programs 36 04 Formation center for evangelizers 29

5.24 Does the parish welcome extr-parrocchial activities or centers?: ASIA N: 79 09 Formation courses for marriage 46 02 Social attention center 40 06 Youth center 40 13 Biblical formation programs 37 14 Lay formation programs and courses 32

5.24 Does the parish welcome extr-parrocchial activities or centers?: EUROPA N: 80 09 Formation courses for marriage 45 02 Social attention center 23 14 Lay formation programs and courses 23 06 Youth center 17 13 Biblical formation programs 15

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1.5. Gathering some ideas. As a conclusion

1. The type of missionary position called PARISH is, by far, the most common in the Congregation; the same may be said about the number of Claretians dedicated to this ministry in a direct way, much more if we add the collaborators.

2. Within the parishes we see important differences which depend, basically, on whether they are in the city or in the country, whether they have one or several centres of worship and meetings, and this prevents us from dealing with them in a univocal way.

3. Regarding the pastoral urgencies, referring to all the continents, there are confluences regarding the family, the youth and the need of better formation and involvement of the laity.

4. In the pastoral objectives and, above all, in the activities and groups, there is a basic coincidence in the fact that the greatest effort is dedicated to the sacraments and to the catechesis, in all the continents.

5. The concern for the participation of the laity, their formation and the real presence in the elaboration of the Pastoral Projects and animation of the parishes, indicate a clear conscience of the importance of the same; the small basic communities, in some or other forms, they are present in America, Africa and Asia.

6. However, differences are observed among the groups of parishes. We could speak of two groups of parishes which are closer with regard to their demographic conformation, urgencies and style. One would be that formed by Europe and America and the other one formed by Africa and Asia.

7. The supra-parochial services define our Claretian missionary style in the parishes, but the percentage of parishes which carry these programmes ahead is less than one half of the total of parishes in each one of the continents,

8. The type of supra-parochial activity that is being offered (formation of the laity and evangelizers, youth ministry, marriage ministry and family, biblical ministry, social ministry) may point out a road to us which is very adequate to strengthen the evangelizing and missionary spirit of the parishes. This question of the “missionary going out” toward those who do not participate in the activities or do not believe does not appear with great force in the responses.

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2. Centres of regulated teaching. Schools

The teaching centres are the second type of missionary position by number of the same. All ìn all, the schools of non-university regulated teaching are 112,2 15 in Africa, 36 in America, 44 in Asia and 17 in Europe. The educative adventure therefore, does not have its epicenter in Europe or America, but in Asia; this assertion, as we will see, has even more sense if we speak of the number of students attended in each world zone. 2.1. The numbers of the centres of non-university regulated education The questions made were intending to examine, first of all, the global numbers of students, classrooms and hired personnel. 7.11 Number of pupils according to age N 0-3 3-6 6-7 7-8 8-9 9-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 TOTAL AF 15 92 460 478 413 353 366 350 299 357 364 302 250 232 188 68 4.753 AM 36 521 3966 2383 2295 2262 2277 2396 2584 2566 2800 2910 2476 1801 1504 115 33.646 AS 44 367 7661 3689 3527 3306 3502 3182 3227 3264 2921 2672 2615 1175 771 56 41.935 EU 17 315 3497 1231 1218 1196 1193 1288 1313 1421 1438 1707 1585 1112 1152 136 19.802 112 1295 15584 7781 7453 7117 7338 7216 7423 7608 7523 7591 6926 4320 3615 375 100.136

Kinder Primary Secundary I Secundary II Total 16.879 44.328 29.648 7.935 375 100.136

From the total number of students (100,136), almost one half (41,935) are placed in Asia; America follows with 33,646, Europe with 19,802 and Africa with 4,753.3 The greatest number of students is between 6-7 and 11-12 years (44,328) and a few of them (375) in years that would correspond to the university education. Seeing the present chart and the situation of the Congregation, the number of students and of schools will continue growing a little in Asia and, supposedly, strongly in Africa. Regarding Europe and America, the maintenance of the number of students and schools will depend on the articulation of the adequate management models that will allow the maintenance or increase of the number. 7.12 Number of classrooms for each age

N 0-3 3-6 6-7 7-8 8-9 9-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 TOTAL AF 15 5 10 14 11 10 14 14 10 12 12 9 9 8 8 146 AM 36 44 154 92 90 93 92 92 99 100 109 103 96 80 62 1.306 AS 44 11 189 89 89 84 87 80 77 86 80 65 65 29 20 1.051 EU 17 22 137 48 48 48 48 54 54 55 55 57 68 54 55 803

TOT 112 82 490 243 238 235 241 240 240 253 256 234 238 171 145 3.306 Kinder Primary Education Secundary I Secun II

562 1.437 981 316

2 Remember that 112 is the number of surveys received; some data of Africa are missing, some small schools linked to parishes and some other which did not belong to the Congregation, and they thought more adequate not to send it; in any case the great majority of the schools carried by the Congregation are gathered here. A very small number of the same has arrived with an accomplishment that did not include all the answers. 3 Let us remember that there are some schools and institutions of Africa which have not been taken into account.

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The number of classrooms per students (table 7.12) is low in Asia and Africa; the tendencies in education are going towards the reduction of the number of students per classroom; this means that the maintenance of the schools with the present levels of students will involve, in a not so far away future, the amplification of the number of classrooms for the same number of students. A study of the services that each school offers regarding libraries, laboratories and playgrounds has not been made, but very likely we will have to apply the same earlier mentioned principle and, maintaining the same number of schools, we will have to invest in new spaces. The table 7.13 presents the professors that attend to the classroom of each age; the number of classrooms does not coincide with the number of professors, since there are several professors who serve several classrooms. We have to say again that in Asia and Africa the number of professors, with the same students, will grow. This is so not only because the number of students per classroom will be gradually reducing, which will force us to increase the number of classrooms and, therefore, the number of professors, but also because the number of professors specialized in specific areas will be growing; this will happen especially in Secondary Education II, but also in the rest of the levels.

7.13 Number of teachers assigned to each age N 0-3 3-6 6-7 7-8 8-9 9-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 TOTAL

AF 15 6 15 13 12 10 21 22 22 21 28 21 21 17 14 393 AM 36 41 188 121 121 124 129 136 163 179 227 230 223 196 184 2549 AS 44 15 256 108 114 113 124 105 118 121 109 110 113 50 39 1502 EU 17 28 169 75 75 77 79 89 87 96 100 99 126 100 99 1302

TOT 112 90 628 317 322 324 353 352 390 417 464 460 483 363 336 5746 Kinder Primary Education Secundary I Secun II 718 2058 1824 699

We end this section with table 7.12 where the personnel dedicated to teaching, direction and other services appears. We must take into account that the working days may involve different responsibilities; in this way a person may have responsibilities in management and be, at the same time, professor or dedicate himself to other services in the school. In this way, the best, at the time of interpreting the table, is to consider the totals and the percentage of Claretians in each of the three groups of functions appearing in the table.

7.12 Personnel engaged in the school N Teachers

Total Teachers

CMF Top

officials Total

Top officials

CMF

Other services Total

Other services CMF

AF 15 348 10 125 16 41 4 AM 36 1937 5 159 43 463 16 AS 44 1538 76 131 97 283 6 EU 17 1277 38 104 26 169 12 TOT 112 5100 129 519 182 956 38

The first thing that calls our attention is the high number of hired personnel in our schools in the world, since it is around 6,000 persons, between professors and other services. The second thing is the low percentage of the presence of the Claretians directly involved in the classrooms.4 Regarding the integration of the laity in the functions of Management, it is totally accepted as normal. 4 I have some doubts whether the question has been well understood in Asia, since my experience is that the presence of the Claretian Missionaries is centered mostly on Management.

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The managing function of the Claretian Missionaries is highly being transformed in the educative centres, giving way to a system that tends to complement the local coordination with the existence of a provincial team that attends to the needs of several schools. Here we can only account for the meagre presence of the Claretian Missionaries in the day-to-day of the classrooms, in the teaching, or in other complementary activities; in other places of this survey we will have to ask ourselves about the repercussions this will have in the transmission of the values proper of a Claretian school. 2.2. The ownership of the schools and the income to maintain them. The educative centres are complex platforms, as we have been able to see in the foregoing evaluations, and with a great necessity of investments in order to keep them in perfect state to function properly. Buildings, grants, faculty are important items of resources, but of expenses too. As we shall see later, they are platforms especially provided for the education in values of professors, students and families. They are important platforms of evangelization and with great necessity of financing for their sustenance. The two following tables present two important questions in this regard: Who is the owner of our schools? And where do they get the resources for their maintenance?

7.15 Property and educational gestion The land

belongs to the Congregación

The buildings belong to the Congregación

The educational gestion is handled by the Congregation

N

YES NO YES NO YES NO AF 7 7 8 6 12 2 15 AM 30 6 31 5 33 3 36 AS 35 8 36 7 38 4 44 EU 16 0 16 0 16 0 17 88 21 91 18 99 6 112

From the 122 schools which responded to the survey, 88 claim that the Congregation has the ownership of the ground; none of them is in Europe, in America and Asia there is approximately a 20% are not owned by the Congregation and in Africa it reaches up to 50% of the total of schools. In Africa, America and Asia there is one school built on ground which does not belong to the Congregation, but the building, yes. In Africa (2/15), in America (3/36) and in Asia (4/44) there are Claretian schools in which we are not responsible for the educative management. It seems that in the question of ownership, save in exceptions that we should clarify and solve, both the ground and the building where we have to make our investments, are the property of the Congregation; this is understandable. What is less understandable is that we should not be carrying the educative management, in the case of some centres, because then we lose the possibility of proposing the Claretian education, which is the true raison d’être of the educative centres. The second theme that we must tackle is where the resources to sustain, adapt, amplify and provide these educative centres come from. The Table 7.22 presents to us where the economic resources come from. You must be aware that percentages and quantities do not appear, but only the origin of the resources which, in many cases, are springs that jointly contribute to the sustenance of the centre. For more detailed information we will have to consult the Economic Report of the Chapter or the accounting of each Major Organism. Let us see what the educative centres said as a response.

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7.22Financing of the school. Pupils’

fees State’s, authonomy’s, municipality’s subsidy

Congregation’s subsidy

Diocese’s subsidy

Other associations and NGOs

N

AF 12 3 3 0 1 15 AM 29 12 7 1 0 36 AS 43 13 16 0 4 44 EU 14 16 4 0 1 17

98 44 30 1 6 112 The three main sources of income of the educative centres are: fees from the students, official subsidies and subsidy from the Congregation. Between 30% and 20% of the centres need help from the Congregation; practically all need to charge some type of fee to the students. It would be desirable to deepen into the investigation: specifying the real percentages of each one of the financing sources; clarifying if the expenses and subsidies include the construction of the buildings; specifying, in the cases in which the schools require a fee from the students, what the amount is and what the criteria are for the granting of scholarships to students who need them. 2.3. The educative Project of the centre and its realization The first document, the educative Project of the centre must place the entire educative task of the school in the environment where it is in order to fulfill the previously considered aims for a Claretian educative centre. In this regard we have to analyze the reality of the country and of the zone where the school is located, the social level, the education levels, the religion/religions present in the zone and in the school, the coincidence or not with a Claretian parish, the material and personnel resources available, etc. The analysis of this reality makes it possible to specify the Claretian educative lines for the schools in a specific context. The educative project lies in the precision in a document of the aims, objectives and means of the centre to carry out the educative task with a Claretian style. As a complement to this educative project, there must be a pastoral or evangelization project. In elaborating the pastoral project, again, it is necessary to think of the targets of the project, which should be the entire educative community, with the aim to find projects, initiatives and actions which will present, educate or strengthen the Christian faith. In all the educative centres, above all where the majority of the targets are not Catholic, the pastoral or evangelizing project will have to be very much related to the projects which will tackle themes like Justice, Peace, Solidarity, Human Rights, Ecology, Religiosity, Transcendence, Sense of Life. We will start with the educative Project, by examining what the tables of responses present to us.

7.16 Educational Projects Is there an

Educational Project? Is there a Pastoral or Evangelization Project?

N

SI NO SI NO AF 8 8 5 11 15 AM 35 1 31 5 36 AS 37 6 30 10 44 EU 16 0 16 0 17 96 15 82 26 112

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Of the 112 schools, 96 assert that they have elaborated the educative Project and 15 have not. Of those which assert that they have not elaborated it, 8 are from Africa, 6 from Asia and 1 from America. There is no doubt that, if we compare the projects, those of Europe and some of America would be highly complex and others of Africa and of Asia would be strikingly simple. Of course, this is simply an unproven hypothesis but, in the very likely case that it would be so, there would be a need of bringing them closer to one another. At any rate, the felt need of having some clear guidelines for every school is clearly growing. Regarding the pastoral Project, of the 112 schools, 82 recognize that they have it and 26 recognize that they do not. Of those who do not have it, 11 are in Africa, 10 in Asia and 5 in America. We could say something similar to what was said when we spoke of the educative projects regarding the diversity of approach and concretions that we could find in the pastoral Projects; the awareness is also growing of the importance of having this type of reflections in writing. In the reflection and elaboration in writing of these two documents, we are staking a lot of the Claretian peculiarity of the schools. It is well known by all that our presence in the context of the schools is to announce Jesus Christ and not to balance the accounts of the Organisms. Considering the importance of the educative project, let us see what the objectives are that the schools point out as the most important:

7.17 If there is an educational project, prioritize its core axes (or priorities) Educational Project Priorities: AFRICA N 15 01 Personalised attention to the pupils 9 02 Academic excellence 9 03 Awareness and education in the values of “Justice, Peace and Ecology” 7 04 Education in the faith 7 05 Education in Christian values 7 Educational Project Priorities: AMÉRICA N 36 06 Holistic education of the pupils 34 02 Academic excellence 32 05 Education in Christian values 30 04 Education in the faith 28 07 Education in the communitarian and solidarian dimensions 27 Educational Project Priorities: ASIA N 44 06 Holistic education of the pupils 36 02 Academic excellence 35 05 Education in Christian values 34 01 Personalised attention to the pupils 33 03 Awareness and education in the values of “Justice, Peace and Ecology” 32 Educational Project Priorities: EUROPA N 17 02 Academic excellence 16 06 Holistic education of the pupils 16 01 Personalised attention to the pupils 15 04 Education in the faith 15 05 Education in Christian values 15

The most emphasized objects are practically common in the four continents, though with some differences in contents and in the level of importance given to each one of them in each continent. Integral education appears in the four continents: in the fifth place in Africa (1/15), in the first place in America (34/36), in the first place in Asia (36/44), in the second place in Europe (16/17). The search for academic quality always

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appears in the first or second place in the five, the first in Africa (9/15), the second in America (32/36), the second in Asia (35/44), the first in Europe (16/17). The education in Christian values also appears in the four, in the second place in Africa (9/15), third place in America (30/36), third place in Asia (34/44) and in fifth place in Europe (15/17). Education in (Christian) faith appears in Africa, America and Europe. As two values proper to the zone, for America the fifth refers to Educating in the community and caring sense (27/36) and in Asia the Awareness and education in the values of “Justice, Peace and Ecology” (32/44). It is just to assert the adequate Claretian orientation of the priority objectives, since they speak of integral Education, academic quality, Education in Christian values, Education in Christian Faith, values related to Justice, Peace and Safeguard of Creation and community Sense. The next step is to question about the organizational, personal and economic means that are placed at the disposal of the educative centres to be able to obtain these objectives. The difficulties will be found in table 7.23.

7.23 Main problems of the school N 112 7.23 Main problems of the school: ÁFRICA N 15 01Lack of sufficient premises or necessary reconstruction 10 05 Shortage of economical resources 7 04 Lack of preparation of the teachers 6 02 Family desintegration 5 03 Difficulty for a close follow-up of the families 5 7.23 Main problems of the school: AMÉRICA N 36 02 Family desintegration 20 03 Difficulty for a close follow-up of the families 17 08 To find out the adequate teachers 16 10 Decrease of number of Claretians working in the school 15 01Lack of sufficient premises or necessary reconstruction 13 7.23 Main problems of the school: ASIA N 44 05 Shortage of economical resources 31 03 Difficulty for a close follow-up of the families 30 08 To find out the adequate teachers 29 01Lack of sufficient premises or necessary reconstruction 23 04 Lack of preparation of the teachers 21 7.23 Main problems of the school: EUROPA N 17 10 Decrease of number of Claretians working in the school 8 05 Shortage of economical resources 7 08 To find out the adequate teachers 7 12 Families not specially interested in the religious education of their children 7 11 Shortage of pupils at some levels and stages 6

The problem in which the four continents coincide to carry out the educative Project and the objectives posed in it has to do with the family: the relationship with the families, the following of the students and, in Europe, with the little interest of the families for the religious education. In all the continents, they also pay attention to the lack of preparation of the professors or to the difficulty in finding adequate professors, which comes to the same thing. The lack of sufficient material structures appears in Africa (10/15), America (13/36) and Asia (23/44). The lack of financial resources appears in África (7/15), Asia (31/44) and Europa (7/17). In America (15/36) and

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Europa (8/17) the decrease of the Claretian Missionaries that work in the School is felt as a serious problem. Certainly the lack of means and structures for teaching is something essential, as we have already commented. In the responses of table 7.23 the stress is also placed on the professors and on the lack of Claretians; there is the awareness that, if we want to have a school conformed as Claretian, we need to have the adequate professors-teachers to deal with students and parents and the presence of Claretians. The emphasis is given, therefore, to the importance of the professional competence and the implication with the values that we want to transmit as a Claretian school. It seems that, because of the difficulties of America and Europe, there is a minimum presence of Claretian Missionaries, starting from which, the quality of the school, as a Claretian school, is weakened until it becomes a very serious problem. 2.4. The pastoral project of the centre. We have previously commented on the meaning of the pastoral or evangelization Project in the Claretian schools; we go straight on to make a presentation of the results from the tables. The first table, 7.18, presents who the Religion professors are in the Centre. The tables 18b, 18, 20 and 21 will present the activities that are promoted from the Pastoral or Evangelization Department, with the members of the educative community: students, professors, parents and former students. 2.4.1. Who gives the Religion class? The first fact that we can give, absolutely global, of course, is that, based on the received responses, there are 907 professors of Religion for a population of 100,136. We should refine this assertion a lot because the Departments of Orientation and Psychology are habitual collaborators in the education in values, which is so related to the “religious aspect” in places where the Catholics constitute the smallest minority; let us remember the 41,935 students in Asia. Be that as it may, the task appears as a challenging, passionate and huge task.

7.18 Pastoral – evangelization with the pupils. Religion teaching. How many, of each form of life, give religion lessons in the school? Claretians Religious Laypersons Diocesan

priests

AF 18 8 84 0 15 AM 14 2 158 1 36 AS 63 51 250 0 44 EU 25 0 233 0 17

120 61 725 1 112 The second thing to emphasize is that the vast majority of those in charge of teaching Religion in the school are lay persons (735/907), in a far away second place, the Claretian Missionariesss (120/907) and other religious men/women (61/907). With these data, different points are opened as a question: Is the number of Claretian Missionaries enough in this field of the Religion class? Are the lay professors sufficiently prepared to give this class? What initiatives have we, Claretian Missionaries, undertaken to increase the qualification of the professors in this field? However small the presence of the Claretian Missionaries may be in the daily life of the centre or adequate the preparation of the professors, these have been two of the problems found to carry on the educative project.

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2.4.2. The activities in the Pastoral - Evangelization area, addressed to the students. In table 18b we find two types of activities addressed to the students. The first group corresponds to those accomplished during school time, that is, during class time. The second group corresponds to another type of activities, developed out of the school time, but offered to the students, with an absolutely free character. In many cases, this second group of activities is accomplished in collaboration with the parish. With the intention of looking for a greater reliability regarding the responses, it was requested that for each activity the response should be YES or NO; the table only contains the affirmative answer. In the last line the order appears by frequency of the answers.

7.18b Religious Activities during the school time Daily

morning prayers

Personal accompaniment

Eucharyst on liturgical

times

Eucharyst weekly/ daily

AF 12 9 10 9 AM 33 29 34 13 AS 38 35 16 21 EU 15 10 14 3 98 83 74 46

1 2 3 4

7.18 b Religious activities out of the school time N Infant

catechism

First Commu

nion catechis

m

Pre-adolesc

ent catechis

m

Confirmation

catechism

Pre-adolesc

ent groups

Claret Juvenil

e Center

Youth groups

Christian rallies

Programs of

education in prayer

Biblical groups

Youth Easter

Campings

3 11 6 9 3 1 6 5 7 3 4 3 15 AF 8 17 8 16 12 5 19 26 12 15 19 17 36 AM 8 6 7 7 7 1 9 5 17 9 4 8 44 AS 5 9 11 10 10 6 8 13 9 0 8 13 17 EU 24 43 32 42 32 13 42 49 45 27 35 41 112

9 3 7 4 7 10 4 1 2 8 6 5 Clearly the activities during school time are much more frequent than those outside school time. Both types of activities are frequent in the educative centres of the Claretian Missionaries Morning prayer (98-112) is the most frequent; the negative is abnormal. The next is the personal accompaniment (83-112), the Eucharist in special liturcal times (74-112) and the monthly or daily Eucharist (46-112). A detail that is not yet known is whether this is true for all or only for some. In places where not all are Christian-Catholic, it is clear that all are voluntary, with the exception of the morning prayer which, by inquiries alien to the survey, are usually adapted so that all the students may attend without problem. It can be asserted that there is a generalized conscience in the educative centers regarding the importance of this type of acts, in school time, to qualify the centre as Claretian. Regarding the activities outside school time, they are, as we have already said, less frequent but speaking of an average around 35-40 that have one or more than one of these activities, we are saying that about 305 of the centres offer this type of activities. The most frequent, especially in Europe (13/17) arue the Christian retreats, followed by Programmes of initiation to prayer, where Europe (9/17) and Africa (7/15) head the frequencies. They are followed by the groups of catechesis, the youth groups and the

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Youth Centres which could be compared to the youth groups. It gives the impression that this type of extra-academic activities is more accepted as normal in Europe and America than in Africa and Asia; in the case of Africa and in some places of Asia, it would be possible and convenient to elaborate a joint plan between the school and the Claretian parish. 2.4.3. The activities in the Pastoral - Evangelization area addressed to the professors. The professors and their teaching aptitude was one of the greatest concerns for the achievement of the objectives. For this reason it is very important to know what effort is being made by the schools to involve the teaching staff in what is the heart of the Claretian identity in the schools: the religious experience. Table 7.19 presents it to us.

7.19 Activities of the Pastoral Department with the teachers: N112 7.19 Activities of the Pastoral Department with the teachers:AFRICA N15 09Participation with the pupils in the pastoral activities (catechism, campaigns) 10 01 Varied Celebrations 9 02 Formation talks and lectures 9 03Formation talks and courses in order to better asume the school’s Idearium 9 10 Preparation of the catechism sessions for the pupils 9 11 Programs of biblical knowledge 7 7.19 Activities of the Pastoral Department with the teachers: AMÉRICA N 36 02 Formation talks and lectures 32 01 Varied Celebrations 30 03Formation talks and courses in order to better asume the school’s Idearium 29 09Participation with the pupils in the pastoral activities (catechism, campaigns) 28 05 Courses of specific Claretian formation (spirituality, misionary options, etc.) 27 7.19 Activities of the Pastoral Department with the teachers:ASIA N 44 02 Formation talks and lectures 36 06 Annual meetings and retreats 34 03Formation talks and courses in order to better asume the school’s Idearium 32 01 Varied Celebrations 25 12 Retreats 22 7.19 Activities of the Pastoral Department with the teachers: EUROPA N 17 01 Varied Celebrations 14 03Formation talks and courses in order to better asume the school’s Idearium 14 05 Courses of specific Claretian formation (spirituality, misionary options, etc.) 12 02 Formation talks and lectures 12 09Participation with the pupils in the pastoral activities (catechism, campaigns) 10

In table 7.19 only the five most common activities in each continent appear. I invite you to consult the Annex where the complete list of all the activities appears; it will be possible to analyze to what extent the involvement of the professors in the experience of what is truly Claretian is important for the schools. Focusing on the activities in which there is coincidence in the different continents, common to the four are the different celebrations: Africa (9-15), America (36-112), Asia (44-112) and Europe (14-17). Talks and Claretian formation courses are also common to the four continents, as well as talks and courses to better assume the Claretian charism. The participation of the professors in the pastoral activities with the students is also common in Africa (10-15), America (9-36) and Europe (10-17). We may conclude that real efforts are exerted in the formation of the Professors in the same charism, in the entire Congregation.

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2.4.4. The activities in the Pastoral-Evangelization area addressed to the parents of the students The two activities common to all the continents are the celebrations, without distinction of religious or not, and the periodical gatherings and meetings to report on the functioning of the school of the students. The formative conferences to the parents of the students and the schools of parents are also common to the four continents in America (19-36), Asia (25-44) and Europe (12-17). The spaces of collaboration in the education are reported in Africa (9-15), America (14-36) and Europe (9-17). In Africa in 6 schools they collaborate in social projects. The number of schools in which there is collaboration with the parents has decreased slightly in Africa and America; again we must recognize that in an important group of schools there is a need to attend to the parents of the students, and that there are initiatives in this regard.

7.20 Activity of the Pastoral Department with the parents N 112 7.20 Activity of the Pastoral Department with the parents: AFRICA N 15 07 Spaces of collaboration in the educational task 9 02 Celebrations 8 10 Periodical meetings and encounters 8 01 Formation talks and meetings 7 12 Social Projects 6 7.20 Activity of the Pastoral Department with the parents: AMÉRICA N 36 02 Celebrations 29 01 Formation talks and meetings 24 04 School of Parents and work-outs of family orientation 19 13 Family Day 18 06 Rallies 14 07 Spaces of collaboration in the educational task 14 10 Periodical meetings and encounters 14 7.20 Activity of the Pastoral Department with the parents: ASIA N 44 01 Formation talks and meetings 32 02 Celebrations 31 10 Periodical meetings and encounters 30 04 School of Parents and work-outs of family orientation 25 05 Educational lectures 22 7.20 Activity of the Pastoral Department with the parents: EUROPA N 17 04 School of Parents and work-outs of family orientation 12 02 Celebrations 10 07 Spaces of collaboration in the educational task 9 01 Formation talks and meetings 8 05 Educational lectures 7 10 Periodical meetings and encounters 7

2.4.5. The activities in the Pastoral - Evangelization area addressed to the former students The group of former students is the fourth group that belongs to the educative community, which is analyzed. Table 7.21 presents the activities that the school offers to the former students. The first thing that we see, here for sure, is that the educative centres offer quite less activities to this group than to the groups mentioned earlier. The activities offered are practically non-existent in Africa, are significantly decreased in

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America and decrease also in Europe., The celebrations and the collaboration in catechetical activities and formation of students appear in the four continents among the mentioned activities. The collaboration in missionary activities in Africa (1/15), America (15/36) and in Asia (9/44). There are associations of former students in Africa (2-15), Asia (8-44) and Europe (4/17). 7.21 Activity of the Pastoral Department with the Old Pupils N 112 7.21 Activity of the Pastoral Department with the Old Pupils: AFRICA N 15 01 Agents in the juvenile pastoral 2 03 Celebrations in the important Christian Festivities 1 05Collaboration, as leaders, in the pupils’ groups of catechism and formation 1 06 Collaboration in missionary activities 1 7.21 Activity of the Pastoral Department with the Old Pupils: AMÉRICA N 36 06 Collaboration in missionary activities 15 01 Agents in the juvenile pastoral 9 05Collaboration, as leaders, in the pupils’ groups of catechism and formation 7 03 Celebrations in the important Christian Festivities 6 11 Retreats, rallies, reflection days 6 7.21 Activity of the Pastoral Department with the Old Pupils: ASIA N 44 09 Meetings and talks 14 13 Gatherings 12 03 Celebrations in the important Christian Festivities 11 06 Collaboration in missionary activities 9 02 Old Pupils’ Asociation 8 7.21 Activity of the Pastoral Department with the Old Pupils: EUROPA N 17 01 Agents in the juvenile pastoral 10 02 Old Pupils’ Asociation 6 07 Christian juvenile communities 6 03 Celebrations in the important Christian Festivities 5 05Collaboration, as leaders, in the pupils’ groups of catechism and formation 4 All in all, although there are some activities developed with the former students, we cannot say that there is anywhere near a generalized action with the former students. It gives the impression that their relationship with the school is reduced to nothing after they have finished their studies. Perhaps this is a field of collaboration and evangelization for future study. 2.5. Gathering some thoughts. As a conclusion Table 7.25 on the future projections given by individuals themselves may serve as introduction to this conclusion.

7.25 Future development To go

ahead Not to continue

Want to continue but it is going to be difficult

N

AF 12 0 2 14 AM 32 0 0 16 AS 41 0 1 44 EU 13 0 1 17 98 0 4 112

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None of the educative centres thinks of closing. Only four of them show themselves expressly saying that the continuation may be difficult. We have not analyzed for what reasons. Now we will try to make a summary of the main contributions received by reading the tables on the schools and, based on that reading, we will give some statements and guidelines.

1. The greatest concentration of schools (44/112) and of students (41.935/100.136) is in Asia. It is not in Europe (19.802) or in America (33.646).

2. The total number of students (100.136) and of hired personnel (about 6.000), speak to us of an immense missionary field to attend, either from pastoral approaches, or from first evangelization approaches.

3. A missionary challenge which grows even more if we consider the hours and years that the students and professors spend in the educative centers or in the clear projection that the educative action may have in the families and the former students.

4. Although similar problems and challenges are found in the four continents, each continent must be dealt with in a different way. If you so wish, we could make three types of school groups: America-Europe, Asia,5 and Africa.

5. Regarding the growth of the presence in the educative field, it seems clear that the growth has stopped in Europe and America. Regarding Asia, in India and the Philippines it will go on more slowly than up to now; in other countries of more recent implantation, for example Indonesia, much will depend on the possibilities of the political regimes, but there is a hope of growth. In Africa, I believe that we are (except in Equatorial Guinea) at the beginning of the development of this type of positions whereby we may expect a worthwhile growth.

6. The educative centres imply great investments, not only at the beginning, to construct the building, but along the years of functioning of the same. The investment on new constructions, applications, adaptation to norms and, above all, the payment of the payroll of the workers are things to be taken into account. It would be appropriated that each major organism would make a development and growth plan of the educative centres, regarding their implication in economic matters.

7. The attention to the schools and the managing function are shared between the Claretian Missionaries and the lay persons. The managing team concept is very wide and depends on whether we are in a Continental or more Anglo-Saxon European educative system, or if we include level coordinators or other positions; nevertheless, the principle is maintained. The General Direction, Headmaster, Chairman, Director, depending on the place, normally rests on a Claretian Missionary. The rest of the functions is shared with the laity.

8. The practical totality of the schools claims to have an educative project and, although less, a pastoral project too. Without rejecting this statement, we should verify in each case, whether in some schools they are not referring rather to an annual planning than to a true project. In a project, whether educative or pastoral, there must be an analysis of the reality, a definition of resources and of middle term objectives, that is to say, to be accomplished in a period of several years.

9. The greater concerns and objectives in the educative projects must offer: educative quality, personalized attention, integral education, Christian values and education in faith.

10. All the schools, except a very small minority, offer activities of religious (including inter-confessional or interreligious) education to its students. Morning Prayer is present in practically all the centres and, in those in which it is

5 We must consider that, in the pastoral and ecclesial aspects, the Philippines has greater similarity with America than with the rest of Asia.

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possible, because there are catholic students in them, the aspects of the formation in the Christian-Catholic faith are taken care of.

11. The out-of-school activities (outside the teaching time) are also frequent, although less. I believe that, from a missionary outlook, we should increase the offer of catechetical activities, involving Christian values or in the key of JPIC to the students.

12. Regarding the activities with professors, they manifest the concern they have for the adequate formation for the teaching with Claretian style. Considering the number of professors and the importance they have in the presentation and transmission of the values present in the educative project, we should look for a way to increase this formation.

13. Regarding the families, the concern for having them as close to the school as possible clearly appears, too. It would be possible to increase the actions directed to the care and education of the family itself and those directed to the evangelization.

14. The former students do not seem to be a priority for the Claretian educative centres although in a few places they figure as involved in the educative and pastoral action. It would be good if the influence of the Claretian schools would reach them and if their positive influence were taken to advantage in the same educative centres.

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3. Social Minnistry work The third group of positions within the ambit of JPIC involves constant activities in favor of the less privileged. This kind of pastoral work is very different to determine because it cuts across other pastoral positions like schools, parishes and NGOs. In this section we refer to those initiatives that are consistent in itself with certain level of organization that is independent and autonomous even as they are connected with other positions. It was the responsibility of the Prefecture of Apostolate of Major Organisms to send the different questionnaires to our apostolic positions. This made it possible for us to have an adequate response to the questions asked in the questionnaires. I have the impression that in spite of the fact that this is the third type of questionnaire sent out, the Congregation has enough positions in this area of social pastoral work. We have a total number of 59 responses of the questionnaires received. The breakdown shows that 19 come from America, 19 from Asia, 11 from Africa and 10 from Europe. We received a significant number of responses from different apostolic positions of social pastoral work of the Congregation, which help us to understand better the areas of the social pastoral work we are doing. 3.1 Personnel dedicated to other apostolic positions. In the table 8.6 below we can see the connection between these different apostolic positions. The reason why we try to know those who are responsible for the different projects is for us to be sure that there is a committed group of persons for those projects. The results from our questionnaires indicate that in America, Asia and Europe the social pastoral work depend directly mainly on the Provinces, Local community or a foundation, in this case we can say that these positions are strong and true apostolic positions. In the case of Africa apostolic positions are connected more with the parishes the reason may be because the pastoral work in the parishes account for about 62% of the missionary positions. One may say that given this reality, the social pastoral work is not yet consolidated in Africa.

8.6 Direct Responsibility of the Project School Province Local Community Parish Foundation N AF 0 0 1 10 0 11 AM 4 1 10 8 9 19 AS 0 11 13 5 3 19 EU 1 0 2 2 7 10 TOTAL 5 12 26 25 19 59

The table 8.7 contemplates table 8.6. It affirms that there are 54 Claretians who are dedicated full time to these positions and about 41 who are part time workers in these positions. This explains the volume of work involved and also the consistency with which these are followed up. This includes the case of Africa whose work depends on the Parishes. There are about 19 Claretians Missionaries who are both full time and part time.

8.7 Claretians working in the project (number) Full Time Non-Full Time N AF 19 1 11 AM 4 9 19 AS 26 12 19

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EU 5 19 10 TOTAL 54 41 59

The following table 8.8 gives response to the questions asked by other positions about those who work with the Claretian Missionaries. Those who appear on this table are the lay faithful, voluntary lay people and the non-Claretian religious.

8.8 Tabla 8.8 Lay Collaborators Lay Professionals Volunteers Religious N Full

Time Non-full

Time Full

Time Non-full

Time Full

Time Non-full

Time

AF 11 0 82 30 3 0 11 AM 219 26 12 130 2 1 19 AS 17 26 15 75 13 0 19 EU 62 44 1 246 3 6 10 TOTAL 309 96 110 481 21 7 59

We have here an impressive number of 309 professional lay people on fulltime basis. These, work in our positions. If we add the 309 lay people on full time, 96 part time, the 110 full time voluntary workers and the 481 part time, the 21 religious on full time and 7 of part time this will give a total of 1023 working in these Institutions. We shall also add the 95 Claretian Missionaries this will give us the grand total number of 1108 persons. How many people do these personnel attend to. The following table 8.12 gives us the response to the question.

8.12. Persons supported/served by the project Apprpximate

number Number of Centers

N

AF 711 20 11 AM 34210 32 19 AS 28668 15 19 EU 2309 13 10 TOTAL 65898 80 59

The total number of the beneficiaries of the service of the 59 positions in the social pastoral work is about 65,898. This service is offered from 80 centers. America (34,210) is the zone of the congregation with more persons that are being attended to and at the same time have more centers of attention(32). The next continent is Asia with about 28,668 persons being attended to in 13 centers. The mean of persons being attended to in each center helps us to see its magnitude. In Africa the average number of persons per center is about 35, in America 1,069; in Asia 11,911 and in Europe 177. We should try to know more about what is done is this centers. Average number we have in Asia of 11,911 and 1,060 is very impressive. 3.2 The aims and activities of the centers To be very sure of this issue two questions that complement each other were sent. The first is the aims and objectives of the this project and the second is on the activities that are realized in the center.

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8.13 Objectives of the Project 8.13 Objectives of the Project: AFRICA N 11 11 Promote respect for human rights and support the cause for justice and peace 7 02 Search merchandizing alternatives and resources for livelihood 6 12 Promote medical care and attention to the disadvantaged 6 01 Care for marginalized groups of the society and those displaced because of violence 4 04 Missionary awareness of the Christian communities 4 8.13 Objectives of the Project: AMÉRICA N 19 11 Promote respect for human rights and support the cause for justice and peace 5 12 Promote medical care and attention to the disadvantaged 4 01 Care for marginalized groups of the society and those displaced because of violence 3 10 Promotion of integral development of the disadvantaged and the excluded 3 13 Social reintegration of persons, especially the youth that feel outcast or marginalized or any type of personal disintegration

3

8.13 Objectives of the Project: ASIA N 19 04 Missionary awareness of the Christian communities 10 10 Promotion of integral development of the disadvantaged and the excluded 8 02 Search merchandizing alternatives and resources for livelihood 7 12 Promote medical care and attention to the disadvantaged 7 13 Social reintegration of persons, especially the youth that feel outcast or marginalized or any type of personal disintegration

7

8.13 Objectives of the Project: EUROPA N 10 07 Promote the social work integration and re-integration 6 10 Promotion of integral development of the disadvantaged and the excluded 6 01 Care for marginalized groups of the society and those displaced because of violence 4 09 Social integration of the immigrants 4 11 Promote respect for human rights and support the cause for justice and peace 4 In the corresponding questions to table 8.13 there is no objective which coincide in the four continents. Searching for objectives that appear in three of the continents we find the following. Promotion of respect of human rights and support of the JPIC shows in Africa (7/11), America (5/19) and Europe (4/10). Promotion medication for the less privileged shows in Africa (6/11), America (4/19) and Asia (7/19). Attention to groups marginalized in the society and those displaced by violence shows in Africa (4/11), America (3/19) and Europe (4/10). Promotion of the less privileged and the rejected shows in America (3-19), Asia (8-19), Europa (6-10). It is very interesting that in Asia this objective of JPIC is the first (4-19) that is, the missionary consciousness of the Christian communities. In the same way the most important objective in Europe (6-10) is the incorporation and reincorporation in the social labor. Table 8.14 contemplate, as we have said, in table 8.13. Let us see that it explains. In the four continents, choosing the responses 02 and 12, it is agreed that the young people are the main beneficiaries of the actions at the centers. Conference and formative activities show as the activities more notable in Africa (4-11), Asia (11-19) y Europe (3-10). Centers of hospitality show more in Europe (4+3/10). In Asia the cooperatives (9+5/19). In America (2/19) and Asia (7/19) the elaboration of materials or sensitization. With this result we can see the great diversity of initiatives and activities which could be analyzed within the annex table.

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8.14. Principal activities of the Project 8.14. Principal activities of the Project: AFRICA N 11 02 Educational activities for teens and youth 9 12 Education Programs for the youth 9 15 Visits to the sick and the elderly, offering professional accompaniment when it is deemed necessary

5

03 Formation workshops and talks 4 05 Denouncement of injustice and human rights violations before the authorities and public opinion

4

8.14. Principal activities of the Project: AMERICA N 19 12 Education Programs for the youth 5 02 Educational activities for teens and youth 3 05 Denouncement of injustice and human rights violations before the authorities and public opinion

2

06 Elaborate materials that help to make an awareness of the situations of violation against human rights and of abuses of justice, peace, etc.

2

01 Welcome and assistance of people that are homeless 1 8.14. Actividades principales del proyecto ASIA N 19 03 Formation workshops and talks 11 02 Educational activities for teens and youth 10 04 Cooperatives or other similar associations 9 06 Elaborate materials that help to make an awareness of the situations of violation against human rights and of abuses of justice, peace, etc.

7

07 Establishment of alternative ways of commercialization of agricultural products and handicrafts

5

8.14. Actividades principales del proyecto EUROPA N 10 12 Education Programs for the youth 5 02 Educational activities for teens and youth 4 03 Formation workshops and talks 4 09 Offer Legal Assistance or Help to get legal assistance 4 08 Office of Reception and welcome, and Food Pantries 3 What do we say as a conclusion of this section? What are the priorities in our social pastoral work?

1. We have diverse objectives in our social pastoral work. This is so because here we are talking about different needs in different particular areas.

2. One tries to be in contact with the persons that are attended to in our centers, so that one wouldn’t be far from the problems of the people.

3. There is this preoccupation as to know and defend the fundamental rights of persons. All that is related to JPIC is considered very important.

4. The social pastoral works are directed more towards the young including other problems associated with them.

5. The empowerment and incorporation of the people into the labor market is very important for this centers of social pastoral work.

6. There is this strong dimension of social and international help in promoting associations, cooperative societies related with commerce.

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3.3 The financing of the centers Here we see some positions that needs resources from different areas for its funding. Since this is social pastoral work it is not bad if about 60% do not receive any contribution from the Congregation.

8.9 Tabla 8.8 Financing Own

Resources Subsidized by Congregation

Other Subsidies

N

AF 8 1 2 11 AM 12 7 13 19 AS 9 13 12 19 EU 6 3 8 10 TOTAL 35 24 35 59

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4. NGO with recognitions by the Government. 4.1 The Objectives and Actions of NGOs According to our outline this should not have the time to present something on NGO but given the connection it has with social pastoral work I think it is more proper to present it in this section. The NGOs that have government recognition and which have presented their questionnaires are 21. In Europe we have 12, in America 4, in Asia 4 and in Africa 1. The oldest among them was founded between 1951 and 1975, 8 of them were founded between 1975 and 2002 and the remaining 12 were founded between 2002 and 2014. More than half of these NGOs are domiciled in Europe. The progressive increase in number indicates the value and utility its creation has in the development of our missionary positions in the Congregation, though independent of the Congregation but related to it. They are organizations that are related with our missionary activities especially in the area of solidarity and mission. We shall see what its objectives and activities entail. En the table we have the ones that are more important. There are so many diversified objectives, projects and activities which one can consult in the annex which contains the complete tables. The objectives which the NGOs are directly related with regard to our missions is in the area of being committed to the spread of the Gospel and the construction of a new world from the point of view of JPIC. The formation and incorporation of voluntary missionaries appears as one of the objectives of 11 out 21 NGOs. The second position goes to the integral development of persons and countries that are less privileged with (10/12). The third position is for those committed with the marginalized with (9/21). The fourth position is that of sensitization on missionary commitment with (7/11) and the fifth position is on the education for solidarity and development with(5/21). These results seem to be general but the five areas mentioned are more constant in Europe given that it has more presence of NGOs in the Congregation. The NGOs in Europe has as its plan on how to be of help to the Congregation in developing its commitment especially that of JPIC. In the response from different areas of the Congregation as we have the annex table we can see how Africa, Asia and part of America makes reference to the concrete commitment they have with people in their territory.

11.10. statutes EU 12 ÁF 1 AS 4 AM 4 21 1. Provide channels for missionary cooperation through volunteering.

7 1 1 2 11

2. To promote the integral development of individuals and peoples in the poorest countries.

7 1 2 10

3. Promoting the integration of people and marginalized groups in our area.

3 1 4 1 9

4. Awareness of the missionary commitment 3 4 7 5. Raise awareness and educate for development and solidarity in the country.

3 1 1 5

As always the table 11.11 on activities is complementary to the corresponding objectives. With this we can now look at what the NGOs are actually promoting.

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11.11. Activities and iniciatives EU 12 ÁF 1 AS 4 AM 4 21 1. Awareness activities in our parishes and schools in JPIC 6 1 7 2. Campaigns development education and awareness 5 1 6 3. School feeding and nursing 1 1 3 1 6 4. Support for volunteers 3 2 5 5. Participation of NGO networks and umbrella. 4 1 5 6. Health promotion and rehabilitation 1 2 2 5 7. Implementation of a training plan community development activities

3 2 5

8. Preparation of training materials to raise awareness 3 1 4 9. Volunteer Experiences 4 4 10. Financing of development projects and JPIC 3 1 4

The activities that are common are the ones that are related with the sensitization of our positions on JPIC and development: the elaboration of materials of sensitization; support to the voluntary workers and other experiences and the funding of projects. However, in this group of 10 activities we also have other activities like students refectory, promotion of health and rehabilitation, formative programs for communities always related to Africa, Asia and America. All has to do with sensitization, voluntary workers and funding are connected with Europe and America. All that has to do with solutions or help given to concrete individual persons are connected with Asia, Africa and also America. The following table shows the projects that are promoted by Europe compared to other continents.

11.13. Title 10 projects EU 12 ÁF 1 AS 4 AM 4 21 1. nutritional centers and canteens 2 3 5 2. Children Home 4 4 3. Support for families affected by Typhoon

4 4

4. Draft water and wells 4 4 5. Construction and equipping of schools 3 3 6. Improving labor training young 3 3 7. Health professionals and health centers 3 3 8. Promoting agritourism 2 1 3 9. Formation of catechists and pastoral agents and volunteers

1 2 3

10. Tutoring orphans 2 2 11. Campaign in schools 1 1 2 12. Intervention Plan immigrants. 2 2 13. Sponsorship 2 1 2 14. Courses Leisure 1 1 2 15. Training projects for sustainable development

2 2

16. Workshops for dependent people of different substances

1 1 2

17. Defense of indigenous peoples 1 1 2 18. Human rights in conflict zones 1 1 2 19. Support Comprehensive training and nutrition center

1 1

20. Exchanges between cultures of the continents

1 1

21. Construction of schools 1 1 22. sanitation projects 1 1 23. Volunteer Activities 1 1 24. Promotion of women 1 25. Help to handicapped children

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With regard to the projects we can say the same as we observed in the objectives that in Europe we have less projects related to concrete social issues within the continent. The NGOs in Europe think and work out modalities on how to help countries in the area of human development. Looking at the projects always approved in Europe we can see the needs of those we Claretian Missionaries work with in Asia and Africa. Gradually the projects of NGOs in Europe are spreading to America, Africa and Asia. Finally we now indicate in the following table the corresponding beneficiaries of the NGO projects especially as at 2013. This data comes primarily from Europe. Table 11.12.

11. 12 Number of already realized projects in each continent África América Asia Europa Oceanía

120 99 39 33 0 Total amount of the projects handled by the ONG for each continent.2013

África América Asia Europa Oceanía 3.390.503 3.307.966 2.207.150 1.170.257 0

4.2 The connection between NGO, JPIC, Procura and PJV. In Europe the coordination between NGO, JPIC, Procura and PJV is realized within the group of solidarity and mission which functions in the major organism and also in the European conference of Claretians in general. In America, the coordination in this area of solidarity and mission is just beginning but there is no major coordination at the continental level. In Asia and Africa the whole situation depends on each major organism with its coordination just at its initial level. This same is applicable with NGO and youth apostolate. 4.3. Personnel in the area of NGO The Congregation gradually is becoming conscious of the importance of NGOs in the area of evangelization. That is why we have about 13 Claretian Missionaries in full time and 10 in part time work in the NGOs. The number of the employee in this area of apostolate is very significant. We have 197 full time and 33 part time workers. The number of voluntary workers is high (47 full time and 516 part time), but I believe that the number of those employed in this area is more significant. And this shows that this work of NGOs need the presence of experts.

11.07 Team members Contract workers Volunteers

Claretians Lay-people/religious Religious Lay- people Full time Part time Full time Part time Full time Part time Full time Part time

13 10 197 33 1 53 46 463 The following table 11.09 explains more the issue of those responsible for the activities of ONGs. This presents the number of persons involved in the sponsorship and board of directors of the delegations and associations. The number is really enormous although not with more number of NGO. The work of Claretian NGOs is not just an office work because the number of persons involved indicates that this work is a shared mission. This affects our different areas of apostolate.

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11.09 Persons involved in the NGO Foundation Association

Number of persons in the Patronage

Number of Claretians in the Patronage

Number of persons in the Board of Directors

Number of Claretians in the Board of Directors

39 49 76 68 Number of delegations in the Foundation

Number of persons involved in the activities of the Head offices

Number of groups working in different places

Number of collaborators with the Association or its members

44 263 121 5019 4.4. Summary of Ideas as a way of conclusion in this Social Pastoral work and the recognized NGOs. During the time of the elaboration of this commentary the encounter of those responsible for Justice Peace and Integrity of Creation held in Vic 2014 reechoed within me. I invite all the readers to visit the corresponding section of our website www.apostoladocmf.org where you can find the description of the 15 Claretian projects. I now give some orientations and conclusions.

1. It is a thing of joy to see that the priority Claretian Missionaries have on the social pastoral work or the Promotion of JPIC, or the poor rejected by the society is at this great level. Therefore we can say that in reality this is one of the features of our Claretian evangelization style.

2. The number of the Claretian Missionaries involved in full time social work and others who share in this apostolate together with other assignments show the importance of this pastoral work.

3. The presence of the non-Claretian agencies in number and quality is of great importance. There are lay people employed for full time and part time work including other voluntary workers in this regard. The presence of this professionals and voluntary workers are noticed both in street work and also in different commissions especially in policy making. It would be nice to organize the voluntary workers so that they can bring their experiences to bear in our activities of solidarity and mission.

4. One would always associate the social pastoral work with the NGOs , JPIC and the Mission Procure. All of them form a combination that helps to achieve the best results. It is important to develop in each continent the solidarity and mission that is functional. Already some continents express it in their responses.

5. Looking at the objectives and activities of NGOs, JPIC, Proclade, etc they are closely related in their action of evangelization. This kind of interrelation is always constant. It would also be enough to remember to mention other areas like the work of conscientization, the elaboration of materials and the camping for students and parishes. It is very important to integrate all these activities in the general activity of the Congregation.

6. It is very interesting to be aware of the two juridical forms our organizations can take when they decide to be recognized by the corresponding Countries, that is, Association and Foundation. It will be nice to study the advantage any of these forms could offer. For the zones that are within Europe it will be nice to see the possibility of creating one association that will be recognized in European Union.

7. The number of persons attended to, even though it is much, is like a reference to thousands of people that are being attended to in different places where the congregation has presence.

8. It is obvious that there are different ways of showing solidarity to those in need in our evangelization dimension. The European and American zones are more organized and the NGOs have as its objectives actions that are related with sensitization, education and sourcing of funds. Asia and Africa center more on immediate problems of the persons they have.

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9. What is said above does not create any segregation in the Congregation but rather makes the Congregation to be more in solidarity. Looking at the projects from Europe and America one can notice that these projects are situated in Asia and Africa.

10. The decision of the XXIV General Chapter to create a group that will represent us in the United Nations has already been realized. Through the responses received it does not appear as if this news is shared and known by all. However, much is expected from us as we are present in the United Nations especially in the area of the defense of human rights and to work with other international forum, in getting education materials concerning the human rights and the rights of the people.

I invite you all to read the conclusions and agreements on solidarity and mission especially concerning JPIC during our encounter which took place in Vic in 2014.

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5. Specialized Teams

The total number of responses from the Specialized Teams to the survey was 49: 11 from Africa, 13 from America, 7 from Asia and 18 from Europe. Europe and America are the zones that seem to be more in need of a structured coordination of certain areas of Mission, while Africa and Asia are, it would seem, understanding the importance of the coordination of these priority areas for a more effective and shared work. Most of the questions were responded to directly by the Prefects of Apostolate and some by the members of the respective teams. The state of the teams is very reliable with regard to the aims of the teams, the number of Claretians dedicated to the teams, the time dedicated to the team by each member and also in respect of shared mission with the laity. In this section, we are going to approach a diverse and complex reality that began to develop in the Congregation some decades ago and has been consolidated in our days. In any case, we can say that the teams are directly connected with the need to coordinate or support an area or some pastoral positions that are considered very important. Sometimes this is done by Claretians living in a community that is itself a team, in some cases, the Claretians dedicate limited time specifically to the activities of the team and they coordinate among themselves. In some other cases they teams are dedicated only to the coordination of a specific activity with minimal dedication to the team or secretariat. By addressing the identity of these teams, we come close to that which is considered urgent in the Organisms, the true apostolic priorities. Let us now see what the responses tell us. Like in previous cases, they complement and clarify one another mutually. 5.1. What are the tasks of these teams? Table 4.9 presents the task of the teams. We have to bear in mind that each team may attend to different needs or may be constituted to attend solely to a specific need. The responses to this table clarify the most important goals which the teams pursue and, as we said before, express the priorities that need to be coordinated and fortified in each major Organism.

4.9 Indicate the specialization of the Team Youth-

Vocation Ministry

Formation lay people

Bible Ministry

Family Ministry

Misiones populares

Faith and Culture

Spiritual and psychological accompaniment

N

AF 6 3 4 4 3 1 1 11 AM 4 6 6 1 1 1 4 13 AS 3 1 1 0 1 0 0 7 EU 5 6 3 3 2 4 1 18 Total 18 16 14 8 7 6 6 49 JPIC Procure Educati

on Social Media

Itinerary Preaching

Parishes Family N

AF 0 0 0 0 0 0 0 11 AM 1 1 1 1 2 0 0 13 AS 0 0 0 0 0 0 0 7 EU 2 2 1 1 0 2 2 18 Total 3 3 2 2 2 2 2 49

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In table 4.9, the number of responses received from the continents appear on the right column. Europe is the continent with the highest number of teams (18) dedicated mainly to the formation of the laity, Youth-vocation ministry, faith-culture- bible ministry, and family apostolate. The next continent is America (13) principally dedicated to the formation of the laity, bible ministry, youth – vocation ministry and spiritual accompaniment. Africa (11) is mainly dedicated to youth-vocation ministry, bible ministry, formation of the laity and popular Missions. Asia (7) is dedicated principally to youth-vocation ministry, formation of the laity and popular Missions. The activity with the highest number of teams is youth-vocation ministry (18), followed by formation of the laity (16), bible ministry (14) family apostolate (8), popular Missions (7). We could begin to elucidate the main point of interest of the Organisms and of each Continent, but let us continue to analyze other issues that may gradually give shape to these questions.

4.10 Principal challenges to which it wants to respond: Desafíos principales a los que quiere responder: AFRICA 11 4.10 Principal challenges to which it wants to respond: AFRICA 11 13 Urgent need to invigorate the laity, especially the youth 7 04 Human and Christian formation of the youth 6 08 Need for the promotion of Claretian vocation 6 03 Lack of evangelizers 5 4.10 Principal challenges to which it wants to respond: AMÉRICA 13 02 Animation of Claretian communities and their pastoral activities 9 05 The need for evangelizers and leaders in the communities 7 13 Urgent need to invigorate the laity, especially the youth 7 04 Human and Christian formation of the youth 5 07 Need to coordinate the Bible Teams and to offer bible formation programmes 5 4.10 Principal challenges to which it wants to respond: ASIA 7 06 Need for missionary animation of the parishes 5 02 Animation of Claretian communities and their pastoral activities 4 07 Need to coordinate the Bible Teams and to offer bible formation programmes 4 04 Human and Christian formation of the youth 3 09 Youth and Vocation ministry 3 4.10 Principal challenges to which it wants to respond: EUROPA 18 02 Animation of Claretian communities and their pastoral activities 9 01 Faith abandonment 6 04 Human and Christian formation of the youth 6 09 Youth and Vocation ministry 6 05 The need for evangelizers and leaders in the communities 5

What are the challenges that these teams want to respond to? Let us begin first with the challenges that are present in all the continents. The common challenge in all the continents is the spiritual and human formation of the youth, Africa (6/11), America (5/13), Asia (3/7) and Europe (6/18). The youth also come up when we talk about the urgent need to invigorate the laity, especially the youth in Africa (7/11), America (7/13), and when we talk about youth-vocation ministry, in Asia (3/13), and Europe (6/18). The invigoration and formation of the laity is considered in different ways: the urgent need to invigorate the laity, especially the youth, Asia (7/11), America (7/13), the need for evangelizers and community leaders, América (7/13), Europe (5/18), Africa (5/13). The third core point of concern is the missionary animation of our positions: Africa (5/11), America (9/13), Asia (4/7), Europe (9/18). Claretian vocation promotion appears in Africa (5/11), America (9/13) and in Europe (5/18).

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The animation of Claretian communities and pastoral activities is more prominent in Europe (9/18), and peculiar to the continent is the abandonment of religious practices (6/18). Also in America the animation of Claretian communities and activities received the most vote (9/13), and peculiar to the continent is the need to coordinate the Bible Teams and common programmes (5/13). The most concerning issues in Africa are the invigoration of the laity, especially the youth (7/11), and the need for missionary animation of the parishes (5/7). In fact, the missionary animation of our communities and activities is the major challenge of these teams. Secondly, the formation of committed lay evangelizers. Thirdly, the formation of the youth in connection with the promotion of a committed laity and a vocation ministry that is truly Claretian. Having seen the challenges, let us now consider the objectives, written or unwritten, of the teams.

4.11 The most important objectives 49 4.11 The most important objectives AFRICA 11 01 Vocation promotion 6 03 Faith education of the youth 6 09 To promote experiential knowledge of the word of God 6 04 Formation of evangelizers 5 10 To promote the study of the Word of God and form leaders for the study of the Word of God

5

4.11 The most important objectives AMÉRICA 13 02 Formation of a committed and missionary laity 12 04 Formation of evangelizers 8 07 To respond to local situations of marginalization and in other places 7 09 To promote experiential knowledge of the word of God 7 03 Faith education of the youth 6 4.11 The most important objectives ASIA 7 01 Vocation promotion 4 03 Faith education of the youth 4 02 Formation of a committed and missionary laity 3 10 To promote the study of the Word of God and form leaders for the study of the Word of God

3

04 Formation of evangelizers 2 4.11 The most important objectives EUROPA 18 03 Faith education of the youth 8 02 Formation of a committed and missionary laity 7 04 Formation of evangelizers 7 01 Vocation promotion 6 14 Social integration of the marginalized 5

The formation of evangelizers is a major common objective in the four continents: Africa (5/11), America (8/13), America (12/13; 8/13), Asia (3/7; 7/2), Europe (7/18; 7/18). The education of the youth in the faith, Africa (6/11), America (6/13), Asia (4//7), Europe (8/18). The promotion of the knowledge of the Holy Scripture appears in three continents: (6/11; 5/11), America (7/13), Asia (3/7). The promotion of vocations to the Claretian Congregation also appears in three continents: Africa (6/11), Asia (4/7) and Europe (6/18). In Africa the major concern is vocation ministry (6/11) and the education of the youth in the faith (6/11). In America, the formation of a committed and missionary laity takes the first place and as a peculiarity, attention to marginalized situations (7/13). In Asia the

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first objectives are vocation promotion (4/7) and the education of the youth in the faith (4/7). The priority objectives for the teams in Europe are: the education of the youth in the faith (8/18), and as a peculiarity, the social integration of the excluded (5/8). The principal objectives are: education of the youth in the faith, vocation ministry, formation of agents of evangelization and biblical formation. The fact that about 50% of the teams in Africa and Asia coincide in choosing the evangelization of the youth and vocation ministry as the most important objective, draws attention. In America, the objectives are very much centred on the formation of a committed and evangelizing laity (12/13, 8/13); a little less in Europe (7/18; 7/18). Having seen the challenges or urgent needs and the objectives of the teams, the third point is to see if they really coincide with the work these teams carry out.

4.12 The most important activities 49 4.12 The most important activities: AFRICA 11 01 Personal accompaniment 6 03 Preparation of pastoral and pedagogical materials 6 05 Coordination and formation of leaders for youth ministry 5 12 Preaching and spiritual exercises 5 14 Vocational accompaniment 4 4.12 The most important activities: AMERICA 13 01 Personal accompaniment 12 04 Retreats (convivencia) and Encounters 9 05 Coordination and formation of leaders for youth ministry 6 10 Materials and resources for facilitating the knowledge of the Claretian charism 5 08 Various activities for the accompaniment of the youth 4 4.12 The most important activities: ASIA 7 01 Personal accompaniment 5 03 Preparation of pastoral and pedagogical materials 4 06 Courses, encounters and formation conferences 3 11 Renewed popular Mission 3 04 Retreats (convivencia) and Encounters 2 4.12 The most important activities: EUROPA 18 01 Personal accompaniment 8 02 Vocational accompaniment 5 04 Retreats (convivencia) and Encounters 5 05 Coordination and formation of leaders for youth ministry 5 10 Materials and resources for facilitating the knowledge of the Claretian charism 4

The work common to the teams is the preparation of pastoral and pedagogical materials: Africa (6/11), America (5/13), Asia (2/7), Europe (4/18); 4/18); more present in Africa and America than in Asia and Europe. Courses, formation meetings and talks come up in three continents: America (12/13; 5/13), Asia (5/7), Europe (8/18). With the exception of Africa, it seems the teams dedicate a lot of time to this activity, which considering the objectives, would in principle be carried out in our positions. The coordination of youth ministry and the formation of its agents come up only in two continents: Africa (5-11) and Asia (3-7). Directing retreats, youth camps and encounters come up in three continents: Africa (5/11), America (6/11), Europe (5/18). Personal accompaniment comes up in two continents – Africa (6/11) and Europe (5/18). It is supposed that when preparing talks, retreats and materials, the youth, vocation ministry and the formation of the laity are very much taken into consideration. Nevertheless, given the outcome of the challenges and objectives, it is strange that even

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though the questionnaire had two items on the coordination of youth ministry and two more specifically on vocation ministry, they did not receive the most votes. 5.2. How many members do the teams have? Who finances them? Table 4.13 presents to us the members of the teams. Let us see whether the composition also reflects a shared mission.

4.13 Members of the Team a. Full time b. Regular collaborators (not full time)

Claretians Other religious Lay people

Claretians Other religious

Lay people

N

AF 19 1 17 0 0 42 11 AM 18 1 29 29 6 147 13 AS 15 0 0 14 3 15 7 EU 56 4 14 29 6 67 18 TOT 108 6 60 72 15 271 49

The total number of the Claretian Missionaries working in the teams is 180; some are working fulltime (108) while some are part-time collaborators (72). The number of religious that collaborate is 21: 6 fulltime and 15 as part-time collaborators. Regarding the lay people, the number goes up to 331, 60 of whom work fulltime and 271 collaborate part-time. As we can see, the percentage of Claretian Missionaries in these specialized pastoral teams is quite higher than the rest of the hitherto analysed positions. The highest number of Claretian Missionaries working in teams are in Europe. They make up more than half of the total, followed by America if we add up fulltime members and collaborators. Who is the financier of the teams that should animate our pastoral positions? That is the question treated in table 4.16. The number of teams completely financed by the Government of the Organism is 22 out of 49, thus, they are the majority. However, on the other hand, we have 15 teams that are self-financed and 12 that are partially self-financed. For more information, one would have to consult the economic data of each Organism.

4.16. Financiación del equipo It is financed

100% It is financed

only % Financing from

the Government %

N

AF 4 2 5 11 AM 2 3 8 13 AS 2 1 4 7 EU 7 6 5 18 TOT 15 12 22 49

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5. 3.The achievements and difficulties of the teams. What do the members of the teams consider as the most outstanding achievements? Table 4.14 presents them to us.

4.14 The most important achievements 49 4.14 The most important achievements AFRICA 11 02 Help for the Christian growth of the youth 8 13 Vocations to the Congregation 7 06 Evangelization of families 5 10 Preparation of programmes for parish renewal 5 07 Collaboration in the Claretian family has increased 4 4.14 The most important achievements AMÉRICA 13 05 Elaboration of materials 8 09 Planning together 7 08 Making the mission of the Team a transversal pivot of the Organism 6 01 Increase of agents of evangelization 5 02 Help for the Christian growth of the youth 5 03 Consolidation of biblical centres 5 4.14 The most important achievements ASIA 7 01 Increase of agents of evangelization 4 02 Help for the Christian growth of the youth 4 06 Evangelization of families 4 10 Preparation of programmes for parish renewal 4 13 Vocations to the Congregation 4 4.14 The most important achievements EUROPA 18 05 Elaboration of materials 8 02 Help for the Christian growth of the youth 7 06 Evangelization of families 7 07 Collaboration in the Claretian family has increased 6 09 Planning together 6

The achievement common to the four continents is “support for the Christian growth of the youth: Africa (8/11), America (5/13), Asia (4/7), and Europe (7/18). Vocation to the Congregation appears in Africa (7/11), y Asia (4/7). Increase of collaboration with the Claretian Family appears in Africa (4/7) and Europe (6/18). Preparation of pastoral materials in America (8/13) and Europe (8/18). Joint planning in America (7/13) and Europe (6/18). Parish renewal programmes in Africa (5/11) and Asia (4/7). It seems there is less unanimity with regard to the achievements. We may highlight here the progress in coordination in the areas of parish animation, common materials, planning, coordination of the Claretian Family, motivation of the youth-vocation ministry. The teams show that their presence have been useful for better coordination in some important aspects of the Claretian mission. Let us now consider the difficulties. With regard to the challenges and goals, things seemed to be clear and exciting. Also when we talked about the activities, the mood was optimistic, but when we got to the area of achievement, we soft-pedalled in terms of what have been really achieved. What were the difficulties encountered by the members of the team in their effort to carry out the objectives and the initial wishes?

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4.15 The principal difficulties 49 4.15 The principal difficulties: AFRICA 12 Little stability of the personnel of the Team 7 07 Lack of time on the part of the members of the Team 6 02 Lack of material structures 5 06 Lack of economic resources 5 08 Lack of more training of the members of the Team 5 4.15 The principal difficulties: AMÉRICA 13 07 Lack of time on the part of the members of the Team 8 09 Indifference on the part of some Claretians 8 11 Lack of interest on the part of the parish priests 8 04 Lack of Claretian personnel for the Team 5 08 Lack of more training of the members of the Team 5 4.15 The principal difficulties: ASIA 7 04 Lack of Claretian personnel for the Team 5 06 Lack of economic resources 3 08 Lack of more training of the members of the Team 3 10 Pastoral inertia and resistance to opening new fronts 3 12 Little stability of the personnel of the Team 3 4.15 The principal difficulties: EUROPA 18 07 Lack of time on the part of the members of the Team 7 06 Lack of economic resources 6 10 Pastoral inertia and resistance to opening new fronts 6 08 Lack of more training of the members of the Team 5 01 Dichotomy between faith and life in many of the leaders 4 The four continents coincide in indicating the lack of specific preparation of the members of the teams for the mission commended to them. Africa (5/11), America (5/13), Asia (3/7), Europe (8/18). Nevertheless, as we can see there are many teams in each continent that do not consider this a major difficulty. Lack of time on the part of the members appears in Africa (6/11), America (8/13) and Europe (7/18); it does not appear among the five most chosen difficulties in Asia. Lack of economic resources comes up in three continents: Africa (5/11), Asia (3/7) and Europe (6/18). There is a line of thought, which we could call “Resistance to change in the Claretian Positions”, that appears in one way or another in the four continents. In America it appears as indifference of some Claretians (8/13) and lack of interest on the part of the parish priests (8/13); in Asia it appears as pastoral inertia and resistance to opening new fronts (3/7); in Europe it also appears as pastoral inertia (6/18). Instability of Claretians in the teams appear in Africa (7/11) and Asia (3/7). Lack of Claretian personnel for the teams in America (5/13 and Asia (5/7).

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5.4. Recapitulation: Conclusion for the specialized Teams. Like in the other sections, I will present some conclusions and orientations that I consider relevant to the situation reflected in the result of the survey.

1. Specialized Teams are not a novelty in the Congregation. Somehow, we were born in the Church to be specialized groups of evangelizers. Nonetheless, specialized Teams “recommenced” in the Congregation just a few decades ago, especially against the backdrop of the impulse given by MCT and the post-conciliar renewal. The need for them has become gradually established in some parts of Europe and America, and we can say that in these areas of the Congregation the reason for their existence is understood and appreciated. In other areas like Asia and Africa, they are being gradually established.

2. The emergence of the teams is always linked to a necessity that demands urgent and special attention. In this context, the youth-vocation apostolate Teams, Bible Teams, the teams for the animation and coordination of schools and parishes came into being. That is, they are very much linked to urgencies to which certain persons have been assigned.

3. The fundamental work of the Teams follow the missionary priorities issued by the General Chapters: formation of lay evangelizers, Youth-vocation apostolate, missionary animation of the Claretian positions, Bible apostolate and biblical animation of our apostolate

4. The challenges that these specialized Teams see are centred on human and Christian formation of the youth, formation and invigoration of lay evangelizers, evangelization leaders and missionary animation of our pastoral positions. The analyses of the Teams coincide with those done by the Prefects of Apostolate in their various meetings.

5. The principle goals of the Teams follow the same line of Youth-vocation apostolate, Vocation apostolate, formation of lay evangelizers, Bible apostolate and biblical animation of our apostolate.

6. The activities of the Teams have been centred mainly on talks and formation activities, preparation of materials and encounters.

7. As regards achievements, the production of support materials, better coordination of youth-vocation apostolate and in general, a better coordination in the major Organisms regarding the fundamental goal of the corresponding Team are highlighted.

8. The major problems are lack of preparation of the members of the teams, lack of material resources, lack of stability of the Claretians assigned to the Teams and the scarcity of Claretians willing to work in the teams. Another serious problematic issue is what we could call “resistance to change” on the part of those in charge of Claretian pastoral positions. It seems the members of the Teams encounter resistance to their proposals of more creative ways of evangelization in a good number of Claretian positions (Claretians.

9. I believe that the Specialized Teams help the Organisms and Continents to coordinate themselves better, they facilitate exchange of experiences, discard obsolete practices and open new perspectives to our work of evangelization. We have seen the great importance of colleges and parishes in our Congregation, the specialized Teams in the Claretian missionary Priorities could indeed help in making the aforementioned positions truly Claretian positions.

10. The specialized pastoral Teams need people who are theoretically and practically prepared to coordinate, animate and guide the specific area of their specialization. In this sense, after specifying the priorities and deciding which team to form, we may discover that there are no sufficiently prepared Claretians who could be part of the team. Hence, the planning of specializations in the Organisms is of great importance.

11. So far, the fundamental work of the specialized Teams has been to support and transform activities specific to Claretian major Organisms. But this specialization could be made available to other Congregations and dioceses.

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6. Churches and Shrines

The number of Shrines and non-parroquial Churches of the Congregation is 33. Of these, 18 are in Europe, 11 in America and 3 in Asia. We are located then in the type of positions that have, in the part of the Congregation corresponding to America and Europe, their proper place of activity. It seems that what has happened with Parishes, Schools, NGOs, Social Ministry and Specialized Teams has not happened with this type of position; in those kinds of positions the number of presences has become, in a short time, superior to that of Europe and Asia, not as in the case of Shrines and non-parroquial Churches. We will try to analyse, through the data that appear in the responses to the questionnaire, what it is that has given rise to this situation. 6. 1. Locality and ownership We again find ourselves with the table of placements that we have used at other times. Remember that the first four columns correspond to an urban locality with four possible locations and that the fifth and sixth corresponds to rural locations. Also remember that it is not necessary that the total between the columns come to 33 as the question refers to the area of influence. The non-parroquial Churches and Shrines are mainly in urban areas; if we total the first four columns and result is 31, while if we total the rural area there are 7. In the urban area most are in residential neighbourhoods (12), followed by housing estates (11), inner-city (6) and suburban neighbourhoods (2). Europe and America make up the strong nucleus and very similar in four of the presences; Asia has the Churches and Shrines distributed differently, in such a way that only Asia has Churches and Shrines in rural areas serving several centres. I believe that this is not just a simple coincidence but rather, as in previous cases, it is showing us a different situation between America-Europe and Asia-Africa (no presences in Africa).

6.8 Location. Service areas Urban Area Marginal Urban Area Rural Area Residential

área.Suburb popular neighborhood

Slum neighborhood

Degraded Center

A single place

Many places

N

AM 4 3 0 5 1 0 11 AS 1 0 1 0 0 2 4 EU 7 8 1 1 4 0 18

TOTAL 12 11 2 6 5 2 33 Moving on now to speak of the ownership of the land and buildings. In 24 of the 33 cases the land belongs to the Congregation and in 21 of these the buildings are as well. In Asia, in 2 cases the land belongs to the Congregation and in 1 the building is as well. In Europe, of the 18 temples 15 the land is of the Congregation and 14 the buildings are in the ownership of the Congregation. In America, of the 11, 7 are on land of the Congregation and 6 also the buildings. The years in which these Churches and Shrines were founded coincided with a time of mission shrines and communities with chapels open for worship; for the most part the presence of the non-parroquial Churches have, as their origin, a mission community; we also have some places which, from the start, have been Shrines.

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6.7. Who owns it? The building belongs to

The Congregation The land belongs to

The Congegation N

YES NO YES NO AM 6 5 7 4 11 AS 1 3 2 2 4 EU 14 4 15 3 18 TOT 21 12 24 9 33

6. 2. Pastoral project Of the 33 Shrines and non-parroquial Churches 18 say they have a written pastoral Project and 15 do not have one. 9 of those of Europe, 8 of America and 1 of Asia have one. It is supposed that there is, at least implicitly, some type of pastoral project or evangelizing ministry.

6.12. Written Pastoral Plan Is there one? There is none N

AM 8 3 11 AS 1 3 4 EU 9 9 18 TOTAL 18 15 33

Taking the responses to the objectives of the positions we can look at the implicit and explicit objectives of the Pastoral Project of the Churches and Shrines. In this case I have increased the number to 5, selecting a larger number of replies, with the aim of better investigating what are the principle objectives. 6.13. Main Objectives of the position 6.13. Main Objectives of the position: AMÉRICA N 11 02 Attention to sacraments, especially the sacrament of reconciliation. 6 04 Education and Deepening of the faith of the participants. 6 08 Spiritual formation of Christians. 5 15 Liturgical services with Claretian style. 5 05 Facilitate the formation of the laity. 4 06 Formation of evangelisers. 4 07 Spiritual and Biblical formation. 4 11 Popular Missions (evangelisation of people) 4 6.13. Main Objectives of the position: ASIA N 4 05 Facilitate the formation of the laity. 4 02 Attention to sacraments, especially the sacrament of reconciliation. 3 12 Social Ministry 3 01 Warm welcome to those who have left 2 04 Education and Deepening of the faith of the participants. 2 03 Create sacred space for silence and prayer in the life of Christians and people in general.

1

07 Spiritual and Biblical formation. 1 6.13. Main Objectives of the position: EUROPA N 18 02 Attention to sacraments, especially the sacrament of reconciliation. 11 04 Education and Deepening of the faith of the participants. 10 15 Liturgical services with Claretian style. 10 03 Create sacred space for silence and prayer in the life of Christians and people in general.

7

14 Missionary service of the Word 6 08 Spiritual formation of Christians. 5

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Sacramental care, especially the Sacrament of Reconciliation appears in America (6/11), Asia (3/4) and Europe (11/18). Formation and strengthening the faith of the participants appears in America (6/11), Asia (2/4) and Europe (10/18). Liturgical services, with a Claretian mark, in America (5/11) and Europe (10/18). Encourage the formation of the laity is the first in Asia (4/4) and the forth in America (4/11). While there is a great coincidence, again, between America and Europe, Asia appears to have distinct components in four of the objectives. There are some common components in the other two areas, such as the formation of the laity, sacramental care, education in the faith, but there are other that are proper such as: Creating spaces for silence and prayer (also present in Europe (7-18), Social Ministry and a friendly welcome to the lapsed. Let us now relate the objectives with the actual principle activities with the aim of seeing if they coincide with each other. 6.14 Actividades principales 6.14 Main Activities: AMERICA N 11 Customer cult 10 Sacrament of Reconciliation 7 catechesis 6 Attention associations and apostolic groups 4 Training courses and workshops evangelizers 3 6.14 Main Activities: ASIA N 4 Customer cult AMERICA 4 Meetings and retreats 4 Celebrations for pilgrims and parishioners 3 Pastoral service to the surrounding rural area 3 Meetings, retreats, workshops on spirituality 2 6.14 Main Activities: EUROPA N 18 Customer cult AMERICA 15 Sacrament of Reconciliation 11 Attention associations and apostolic groups 6 catechesis 5 Celebrations for pilgrims and parishioners 5 The first of the activities, repeated on the three continents is Attention to Worship, both in America (10/11), as in Asia (4/4; 3/4), as in Europe (15/18); (5/18); I believe that the few responses until now have had a great unanimity with the rest of the questionnaire. The second area in which America (3/11), Asia (2/4) and Europe (5/18) coincide are Meetings, Retreats and Spirituality Workshops but with much less frequency than the Attention to Worship. The Sacrament of Reconciliation appears in second place both in America (7/11) as in Europe (11/18); Europe (6/18) and America(4/11) also coincide in Care for Apostolic Associations. In Asia appears the care for neighbouring areas (3/4) In the end it would seem that the principle activity that is offered by the Churches and Shrines is Celebrations and the Sacramental and, in some places, giving retreats and talks. It gives the impression that there are very few that have a more creative component. Let us pass now to a theme that is complimentary to the previous: who are the recipients of these activities that are offered in the Churches and Shrines? This can be seen in Table 6.11.

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6.11. Target persons in our ministry N 33 6.11. Target persons in our ministry: AMÉRICA N 11 01 Participants in the church services 11 11 Sick 9 08 Parishioners in general 8 02 Pilgrims 5 03 Members of Ecclesial Movement 4 04 Youth 4 05 Parish groups 4 6.11. Target persons in our ministry: ASIA N 4 04 Youth 4 01 Participants in the church services 3 05 Parish groups 3 08 Parishioners in general 3 11 Sick 2 6.11. Target persons in our ministry: EUROPA N 18 01 Participants in the church services 16 08 Parishioners in general 16 03 Members of Ecclesial Movement 7 04 Youth 7 02 Pilgrims 5 On the three continents there appear two items that are common and related; the first is Participants in the Worship of the Church, America (11/11), Asia (4/4), and Europe (16/18); the second is the regular Faithful, America (8/11), Asia (3/4), Europe (16/18). Parish Groups appear in America (4/11) and in Asia (3/4). Pilgrimages in America (5/11) and in Europe (5/18). In the three continents the Youth stand out, America (4/11), Asia (4/4) and Europe (7/18). It seems that the regular Faithful are the most common in these places; the sick and pilgrims appear only in some of the positions. Table 6.15 shows us the number of participants in these Shrines. It just gives us the average for each month as many Churches and Shrines have not answered the other two questions about which are the months when there are highest and lowest number of pilgrims. As can be seen, in total the visitors each month are around 147,410. The greatest number of people is in America (112,500), followed by Europe (33,710) and Asia (1,200). The figure for America has to take into account that St. Hipolito, Mexico receives 70,000 people and Leon, Mexico 10,000 each month. All these are very large figures. It has to be considered if the objectives and, above all, the activity that we carry out in the Shrines and non-parroquial Churches are clearly missionary or rather places of conservation or maintenance of the faith; it is clear, always with some exceptions.

6.15 Number of people attending the shrine or centre monthly

Average Month with more visits

Month with less visits

N

AM 112.500 70.100 6.050 11 AS 1.200 - - 4 EU 33.710 1000 - 18 TOTAL 147.410 71.100 6.050 33

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6. 3. The people that work in the Churches and Shrines The number of Missionaries who work in these positions is: full time 86 and in support 57. The average of Claretian Missionaries that work, full time, in each of the positions is a little less than three to which must be added, in the case of America and Europe, a little less than 2 more Claretian Missionaries. It is very important to take into account here a detail that the General Secretary can surely supply: the average age of the people that are in these positions in each continent. It is very possible that the average age of the Claretian Missionaries in America and Europe, at the service of these positions, may be somewhat elevated, which would explain the style of the objectives and above all, of the activities that are offered.

6.16 Number of Claretians working in this position Full time Assistants Priests Brothers Priests Brothers AM 30 4 20 5 11 AS 8 3 0 0 4 EU 36 5 30 2 18 TOTAL 74 12 50 7 33

The collaborators at full-time (173) and regular (519), if we total them they are distributed in this way: in America 470, in Asia 33, in Europe 189. Although one of the Churches in Chile has put 100 people at full-time and this figure distorts the total, it does not appear that there is much collaboration of the laity in the Churches and Shrines, above all if we compare it with the parishes and NGOs.

6.17 Number of lay people who collaborate A Full time Regular collaborators Occasional collaborators N AM 158 312 287 11 ES 13 20 35 4 EU 2 187 117 18 TOTAL 173 519 439 33

6. 4. Difficulties in carrying out the mission. The first difficulty in America (8/11; 5/11) and in Europe (8/18; 3/18) is the lack of qualified Claretian personnel in the teams that care for the Shrine or Church. In America (6/11) and Europe (12/18) there appear problems such as: the growing climate of religious indifference. In Asia the main problems are difficulties of financing (3/4), lack of a Pastoral Plan (3/4), lack of adequate structures (2/4). It seems to be agreed that the members themselves of the communities that are working in these positions feel that much more could be done with adequately prepared people. On the other hand, again, Asia has its differences with respect to Europe and America.

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6.18 Most important difficulties you face 33 6.18 Most important difficulties you face: AMÉRICA N 11 03 Lack of Claretian trained personnel to create a more solid team 8 06 Increasing climate of religious indifference, especially among the youth 6 02 Lack of sense of community among those who attend church 5 04 Low qualification of pastoral agents 5 07 The need for qualified personnel to meet the demands 3 6.18 Most important difficulties you face: ASIA N 4 05 Financial difficulties 3 09 No Pastoral Plan 3 01 Inadequacy of material structures 2 02 Lack of sense of community among those who attend church 2 03 Lack of Claretian trained personnel to create a more solid team 1 6.18 Most important difficulties you face: EUROPA N 18 06 Increasing climate of religious indifference, especially among the youth 12 03 Lack of Claretian trained personnel to create a more solid team 8 10 Decreased attendance 8 02 Lack of sense of community among those who attend church 7 07 The need for qualified personnel to meet the demands 3 Despite the difficulties in the mission 32 of the 33 Centres of non-parroquial Churches and Shrines consider that the future for the centres is to continue ahead without handing them over to others.

6.21 Forcast for the future To Continue To Transfer

to the Diocese

To Transfer to others

N

AM 11 0 0 11 AS 4 0 0 4 EU 17 1 1 18 TOTAL 32 1 1 33

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6.5. Gathering some ideas by way of conclusion for the Churches and Shrines Steps to take to have some reflection on the data, together with some suggestions for the future of these missionary positions.

1. We have here an important group of missionary positions – 33. They are mostly concentrated in Europe and America, to the point that only 4 responses have been received from Africa and none from Asia.

2. In the case of this type of position there has not been the phenomena as has happened with respect to other types of positions that have been studied: the extension and growth in number in Asia and Africa. This situation could be due to the fact that, in their origin, many of these positions, in Europe and America, were mission Houses.

3. The low percentage is noticeable of positions with a recognised Pastoral Project, compared with the other types of positions studied.

4. The objectives of the non-parroquial Churches and Shrines are centred on the attention to worship and the care of the sacraments. There are, nevertheless, some more creative things such as retreats, talks, conferences and biblical formation.

5. The activities that embody these objectives are clearly centred on the liturgical and sacramental giving, usually, to these positions a style proper to those places that maintain and nurture the faith of those who are already believers.

6. There are a few places that receive many pilgrims; these, perhaps, could have formed a separate sub-group in the analysis, even though they are few in number.

7. One variable to consider is the age of the Claretian Missionaries appointed to these positions. I do not have at present concrete data on the average age of the Claretians appointed to the care of these positions but from the direct knowledge I have of the Congregation they are usually Claretians in the upper age groups. This question can explain the more usual style of these positions characterized by the sacramental although, certainly, in other places the social environment is characterized by an elevated average age.

8. The Claretian Missionaries that are working in non-parroquial Churches and Shrines, considering what was said in #7, are making a great effort of maintenance and attention to the people that come to the Churches and Shrines. However, these same people acknowledge that much more could be done with Claretians specifically prepared for a more active ministry.

9. Perhaps from all these positions some should be selected to carry out a more innovative and creative work. There are some where the properly missionary work could be increased with the pilgrims that go there and offer services of spiritual accompaniment and psychological assessment, basic theological and biblical formation, etc. Certainly there are possibilities for doing it but there is a lack of Claretian Missionaries and laity prepared for this task.

10. As in all the apostolic positions analysed in this survey, it will be advantageous to base the Pastoral Project on the Characteristics of the Claretian charism that the General Chapter defines as its own.

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7. Social Media

Social media is one of the traditional activities of the Congregation that she learned from Claret. It has been many years and there have been many inventions, since Claret opened the Religious Bookstore in order to spread all kinds of publications for evangelization. In the questionnaire survey of the Claretian Mission 2014, appeared a set of diversified forms according to the type of media used. The forms contained in the questionnaire collected the following: Publishers, Magazines, provincial newsletters, and webpages of organisms, web pages for evangelization purposes, Facebook Pages, Radio and Television, Libraries and media centers. With them we include some more like YouTube channels. All of them were appropriately collected and each one can be consulted in the corresponding files. For this analysis, we have chosen only the most significant and properly related to the mission at present: publishers, magazines, radio, and TV. We have set aside websites and bulletins of the different organisms for the reason that they are not realities that need to be considered as to be within the scope of the Apostolate. We have set aside also, though they are very important, some few thematic web pages, YouTube channels and Facebook pages for having a very low number of responses and it is difficult to trace statistically its significance; You may find the corresponding file of each of the ministries. Before commenting on the replies received by the General Prefecture of Apostolate, I would point out that the reality of our presence in Magazines and Radio is greater than that which is reflected in the responses. Unfortunately, we haven’t got information from some of them. Lastly, in this section of Media, there is no study by continent. The nature of a sociological study calls for a minimum number of responses to make statistically valid statements; we have this number if we will consider all publishers, or magazines, or libraries as a whole, but no if we consider them separately by continents. 7A. Publishers 18 responses were received from different publishers: 5 Africa, 2 in the Americas, 8 in Asia, 3 in Europe. There is a great variety among these publishers: some are more focused on the production of some types of books and others are more in general, but always within the field of religious books; some are newly created and others have taken already a very long journey; some are more of being distributors and others are publishers. Despite this diversity there is a clear convergence of common goals and even convergence in many ways. Two of them were opened between 1900 and 1950, 15 between 1951 and 2000 and 9 between 2001 and 2009. Far from thinking that this type of positions remained stuck in the past, we see a forward expansion process by seeing new positions that are opening up in Asia and Africa.

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7A. 1. The Main Publication Themes (Subjects/Topiccs)

3A. 8. Principal Categories of Prints of the Publications N 18

01 Bible and Biblical Materials 14 02 Pastoral themes, materials for evangelization 12 03 Catechesis 9 04 Theology 9 08 Spirituality 9 10 Liturgy 8 06 Popular Religiosity 6 09 Consecrated Life 6 12 Cultural 4 05 Children Literature 3 11 Textbooks 3 07 Canon Law 2

As we can see in Table 3A. 8., there is a clear definition of what the publications releases. Bible and biblical materials (14/18), pastoral and evangelization materials (12/18), Catechetical materials (9/18), theological topics (9/18), Spirituality (9/18), Liturgy (9/18 ), popular religiosity (6/18) and Consecrated Life (6/18). Most publishers focuses on: the printing of the Bible, pastoral and evangelization topics and for the particular themes are Consecrated Life or Canon Law which are related to the Institutes of Consecrated Life and the Law Institute. From the responses of Asia and Africa we can see that they essentially focus on Bible printing and materials for the mission and consecrated life. 7A. 2. The recipients of publications The recipients of the publications are, first of all, the Catholic Public (13/18), second pastoral workers (9/18) and universities and specialists for the prints related to Consecrated Life and Canon Law.

3A.7. Destinatarios N 18 02 Catholic Public 13 03 Pastoral Agents 9 01 General Public 8 04 Youth 7 05 Universities and Specialists 2

7A. 3. Publishing Activities Questions in table 3A. 9. clarifies to us if the publications, at this moment, are truly to be called publishers or they are on its process of becoming one. Normally, the first phase in order to become a publication, in the Claretian realm, is to become a distributor. In this manner, we can understand that there are 12 publishers and the rest are book distributors; evidently, there are cases that some of them are both publishers and distributor. There is only one publication that is dedicated in the production of audio visuals.

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3A. 9. Actividades más importantes de las editorial N 18 01 Book Publishing 12 02 Distributor 11 03 Audio visuals 1

7A. 4. Workers in the Publications The number of full time Claretian Missionaries working in the publications is 8 and the part-time is 15, therefore there are 23 claretians that are involved in these field. As we can see in table 3A. 4 the number of lay professionals working in the publications is important with respect to the percentage of Claretian Missionaries working.

3A.3. Claretians who are working in the publications Full Time Part-time TOTAL

8 15 23 3A. 4. Lay in leadership positions

Directorship Administration Other work 7 3 506

7A. 5. Volume of prints Table 3A.5 are the number of books printed every year and the circulation of its copies. There are 11 publishers who make between 1 and 20 prints a year, two publishing houses between 21 and 40 titles a year and one who publishes 41 to 60 titles per year. Regarding the circulation of each title, including all publishers, there are 35 titles that are between 1,000 and 2,000 copies, 3 titles between 2001 and 5000, 2 between 5001 and 10,000, 3 10,000 to 20,000 and 2 titles have a circulation more than 20,000 copies a year.

3A.5. Volume of prints a. books per year

1-20 21-40 41-60 61-80 Más de 80 11 2 1 0 0

b. Circulation. Number of titles in each interval 1000-2000 2001-5000 5001-10.000 10000-20.000 Más de 20.000

35 3 2 3 2 7A. 6. Financing the prints How are the publications funded? Are they self-sufficient? Table 3A. 6 shows the number of publishers who are themselves self-supporting (12) and the sources of funds of the rest, 5 are provided by the Congregation and 2 from other subsidies.

3A. 6. Financiación Source of Funds Self-support Congregation Other Subsidies

Number of Publications 12 5 2 6 La editorial de Zinbabwe pone 20 colaboradores

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7A. 7. The difficulties at work in the publications Of the possible difficulties that arose regarding the publishing activity, 18 said that the problem is that there is no real editorial team and the lack of sufficient Claretian personnel to take care of it. 12 said that it’s the lack of sufficient financial resources.

3A. 11. Most notable difficulties of the Publications N 18 Lack of a real editorial team and Claretian staff 18 Lack of funds 12

7B. Magazines We received 11 responses corresponding to Magazines; permit me to add, even though we have not received the appropriate form, since they are well known to us already 7. In Europe we have 9 magazines, two in Asia and one in America. Let us consider that they should be considered as Ministries; we are not referring to the internal magazines of the different organisms or of the Congregation since they are more considered as newsletters. For the year of foundation, one of them was founded between 1850 and 1900, 2 were between 1901 and 1950, 7 between 1951 and 2000 and two between 2001 and 2015. Table 3B.6 presents the major topics or content of the magazine. The one with the most frequency is the Pastoral Resources, followed by Religious Life, General Information on Religion, liturgical materials, Philosophy, Bible and Youth Ministry.

3B. 6. Principal Theme N 11 Religious Life General

Information on Religoun

Liturgical materials

Philosophy Bible General Pastoral

Resources

Youth Ministry

4 2 2 2 2 6 1 The objectives can be seen in Table 3B.9. Focused on the pastoral and the reflections on Religious life, aside from the two themes that appeared proper to the Higher Institutions: Consecrated Life and Canon Law. The recipients are related with the objectives and the topic printed: Religious and priests, institutions and universities and Pastoral Agents. 7 Esta revista es: US Catholic

3B. 9. Objectives N 11 Pastoral Aid 7 Promote reflection on issues of Christian life 5 Animation of consecrated life 4 Promotion of Ecumenism 3 Theology and canon law research 2

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The number and circulation of magazines appears on Table 3B.8 y 3.B.4. Five of the magazines are being published three times a year, 3 are monthly, 3 are annually and 1 every 3 months. With respect to the number of copies of circulation, 6 are between 500 and 1000, 2 between 1001 and 2000, 2 between 3001 and 10,000, 10,001 and 1 in 20,000 and 1 in 20,000

3B. 5. Period Monthly Trimestral 3 times a year Annual Number of magazines 3 1 5 3

3.B. 4. Circulation 500 – 1.000 1.001 – 3.000 3.001 – 10.000 10.001-20.000 + 20.000 Number of Magazines 6 2 2 1 1

The persons who are working in the magazines are lay people and religous Claretians. The total number of Claretian Missionaries is 23, (6) full time and (17) part-time. Lay workers are 31 who are working in the Directorship, Administration and other various work. We can see that the work of the lay are much greater than the missionaries in this field.

3.B. 2. Claretians who are working in the publications Full Time Part-time TOTAL

6 17 23 3.B. 3. Lay who are working in the magazines

Director Administration Other works 11 9 11

The financial resources for the magazines are divided, as in the case of publishers, in three ways. There are 7 magazine publishers who claim to be self-sufficient and the rest are subsidized by the Congregation (6 of them) or from other forms of subsidy (1)

3B. 7. Mode of Financing

Self-suficient Subsidized by the

Congregation

Other subsidies

Publishers 7 6 1 The difficulties of the magazine publishers is the same as of the Book Publishers: Lack of personnel, but this time Claretian, and the lack of economic means. It seems that it does not put into question the validity of what the magazine offers in itself.

3B. 10. Difficulties Indicate ¨X¨ Lack of personnel 6 Lack of economic means 6

3B.8. Recipients N 11 Religious and Priests 10 Universities and Theological Centers 6 Pastoral Agents 3

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7C. Radio and Television We begin the analysis of the third group under Communications. Radio and Television. TV presence has been reduced to near extinction due to the high costs of obtaining frequency and production; the solution for some Claretian TV was to transmit through Internet; right now, the number of Claretian TV is low. The number of received survey results is lower than that of Radios operating in the Congregation; we consider that approximately 80% of the total that we have received; the Claretian presence is being brought to places difficult to access, through radio, and in much cases, through radio programs that are no ours or radios wherein we are joint owners; we only consider valid in the survey those responses that corresponds to stations that we actually own. It is also important to start considering radios that are being broadcasted through the internet, but for now, the internet coverage does not reach the places where they are most useful for missionary work in Africa, Asia and America. There have been 8 forms, corresponding to 5 radio and 3 TV. All responses corresponds to America, except to one TV though Internet that comes from Europe. Three of these positions were created between 1951 and 2000 and five of them between 2001 and 2015. 7C. 1. Purpose of this ministry Tables 3C, 14, 12 and 15, complementarily presents to us what is the purpose of the communication media, radio and TV. The objectives with higher frequency of responses says that it is to connect persons from the villages or areas of news dissemination and help pastoral agents. And these are the two more important objectives indicated. The third is to connect persons who are in the chapels or mission posts that are far away from the center and it is difficult to bring the Word of God to them. With respect to the themes or topics, it is centered in cultural and educative programs, biblical formation, local information, emission of liturgical celebrations. The programs follow the same orientation: liturgical celebrations, commentary of the Word of God and news bulletin.

3C. 14. Priorities / Objectives N 8 Bring the Word of God to the people 4 Collect and disseminate the resonances of life in the neighborhood or area

6

Assist the pastoral agents 6 Formation on of the social consciousness of the people 3 Connect with the people in the mission stations 5 3C. 12.Principal themes N 8 Cultural and educative programs 7 Biblical and pastoral themes 5 Information and local issues 4 General Information 3 Retransmission of liturgical celebrations 3 3C. 15. Programs and activities N 8 Program production 5 Daily commentary of the Word 5 Retransmission of the Sunday Mass and other celebrations 6 Connection with other stations 5 News Updates 6

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7C. 2. Degree of diffusion of broadcasts The degree of diffusion of broadcast in this case have two parameters: the schedule of programs (table 3C.10) and the number of tele viewers (table. 73C. 9). Two of the stations (TV) indicates 1 up to 10 hours of broadcast, 6 of them between 16 and 24 hours of broadcast. The approximate number of tele viewers is, for 7 of them, between 1 and 20.000 and one of them is more than 80,000 persons. I believe that the objectives of the local stations are well met.

3C .10. Programming Hours N 8 Daily broadcast 1 – 10 11 – 15 16 – 24 Number of positions 2 0 6

3C. 9. Aproximate listeners or televiewers N 8 Listeners - televiewers 1 – 20.000 20.001-80.000 Más de 80.000 Number of positions 7 0 1

7C. 3. Workers in the post Tables 3C.7 y 3C. 8, presents to us the number of workers who attends to these services. Of the Claretian Missionaries only 1 is full time dedicated to a station, 14 does it while having other activities that would not interfere with the work in the stations. With regards to the lay, 5 lay persons are working in the stations, both in directorship and administration, and the other 38 are collaborators. The reason for such a small number of Claretians fully engaged in the work of broadcasters could be because this work is seen only as a complement to other ministries that are being done; in other words, radio or television are means that complements other activities that are being worked out in posts like the parishes which is fundamentally a more complex work.

3C. 7. Claretians working in broadcasting stations (number) Full Time Part-time TOTAL

1 14 15 3C. 8. Lay workers working in the stations (number)

Director Administration Other works 2 3 38

7C. 4. The Funding This section is rather brief, 7 stations generate sufficient resources to finance itself and 1 needs the subsidy from the Congregation. One thing that is not collected in the survey but that is existing and real is the following: in some cases, radios are integrated as an activity of the parish and, although do not receive subsidy from the Congregation but do receive help coming from other activities of the Parish; for all reasons, except in few cases, the station seems to be a very useful part of the parish and therefore expenses are assumed without difficulty.

3C. 11. Finances N 8 Mode of

Financing Self-sustaining Subsidy from the

congregation Other

subsidies Porcentaje sobre total 7 1 0

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7C. 5. Difficulties The number one difficulty is the lack of economic resources; although all but one are self-financing, they are living often a large narrowing of availability of funds. The difficulty has to do with the funds and the lack of sufficient broadcasting power in order to reach more people; to install a powerful broadcasting system requires larger finances for the purchase of instruments. The third and fourth difficulty are also difficulties in the line of hiring qualified personnel that implies sufficient funds too.

3C. 16. Dificultades N 8 Lack of economic resources 5 Lack of sufficient broadcasting power

4

Lack of qualified personnel 2 Lack of collaborators 2

7ABC.6. Collecting some ideas. To conclude on Social Media. Let us address the common conclusions and guide to Social Media.

1. The publishers have some common editorial lines: Bible, biblical materials,

pastoral materials, and catechetical materials. Other publishers, leaving aside their issues, are more focused on a specific topic as Consecrated Life or Legal issues.

2. The target audience is the general public and Catholic evangelizers, both religious and secular.

3. Publishers can be divided into two groups, or better, we can say that all of them can be placed on a continuous process wherein one becomes a Publication and others are just distributors of prints that are produced by other publishers.

4. The relationship between publishers is narrowing increasingly in collaborations; we have to follow this road of consolidating the inter-relationship and the common projects between the different publications.

5. There are some books with really high number of prints and circulation (more than 5,000 copies) that probably are those that sustain economically the publications making it possible to publish other books that of less value.

6. The content that the magazines presents are almost always within the realm of religion. A majority of the magazines deals with general issues on Christian reflections and pastoral reflection. Other groups are more specialized on concrete themes: Religious Life, Canon Law, Mariology, Philosophy, Youth Ministry and Vocations. We cannot say that there is a common editorial guidelines in the magazines, rather we must talk about a wide variety of topics that are produced by them.

7. We have to consider the magazines that are able to circulate 3,000 copies and most especially to note that one of them has a higher circulation of 20,000 copies.

8. The presence in Radio and TV broadcasting is usually limited to the local level; usually linked to another ministry, and most of the time linked and part of the Parish. There are some exceptions though, there are independent radios and TV or are linked to Publications.

9. The broadcast are closely related to the interest of the particular to which they are connected. The topics that appear in its timetable of broadcasting are: general information of the area, cultural and educational programs, biblical formation, transmission of celebrations, parish or arciprestal information.

10. The population that receives the broadcasting are mostly from 10,000 to 20,000 people.

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11. With regards to the Claretian presence, we would frequently find full time or part-time Claretians in the publications, magazines, and lesser in the broadcasting apostolate. In most cases, the work of the Claretian Missionaries are complemented by the presence of the lay people.

12. The main problem of these ministry are more of the shortage of qualified Claretians and the lack of resources both in personnel and materials. These problems hinders much the progress and the growth of these ministries.

13. It seems that we have a very fragmented ministry in Social Media despite the coordination that exists in the congregational level; perhaps the fundamental reason is the limited number of ministries of this type in each Major Organism as well as in each region of the Congregation. This situation reminds us of the need to continue to foster coordination and joint projects in the regional and congregational levels.

14. In view of coordination, Social Media might think of coordinating not only within each media groups (Publishing, Radio-TV, Internet, magazines), but also among themselves, looking for synergies in common lines and contents.

15. We should make an effort to develop our Congregational presence in the internet through webpages, Facebook pages and twitter, YouTube channels, with a clear missionary color. Coordination with other social media can provide content for the Web and online presence, which is undoubtedly a good way to spread these contents.

16. The style that some of the magazines do wherein they combine print and online publishing in webpages and its presence in Facebook and Twitter could be considered as a common style for everyone.

17. As a conclusion, this is a field that has to be clearly developed but always from the point of view of the congregational priorities.

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8. Residences and Hostels

The number of surveys received is 25. From the 25, 1 is from Africa, 19 from Asia and 5 from Europe. The centres are basically divided in two groups: the first corresponds to the 4 university residences in Europe; the second, to 21 residences for students of primary and secondary education, one of them (secondary) is in Europe, another one in Africa and 19 in India.8 The great majority of the residences and boarding schools is in India. For this reason the responses must be understood, above all, from the Indian context. To facilitate the distinction of the situation of the Colegios Mayores (university residences) and residencias (boarding schools) of Europe, in the tables the responses that are exclusive of these European centres are typed in boldface. 8.1. Description of the residents ( or boarding students). The greater part of the boarding students are taking the primary studies (1.059), followed by the university students (836), those in secondary schools (299) and those in professional schools (11). In Europe they are 740, of which 683 are in university and 47 in secondary; in Africa 127 study primary education and in Asia (India) 1,385 of which 143 are in university, 252 in secondary, 11 in professional formation and 979 in primary. As we can see, the highest number of students and of centres is in Asia (India); again we have an important fact to consider, regarding the distribution of the presences of the Congregation in the world. Regarding the matter of the “standard of living” it is very difficult to make comparisons among continents and countries because the criteria to determine what is a middle, high and low level in each country are different. Really original criteria have been set to be able to measure this concept. One of these criteria of measurement is the cost of a Mac hamburger in the corresponding country; but even this is not good for many of the places where we are present; in many of these places it is really difficult to find a store where we can buy a Big Mac. Perhaps an idea about the different standards of life of the residents could be found in the needs of the centres, as reflected in the table 8.21. Following this criterion, normally the centres of India and Guinea would be serving a poor or very poor population in all senses; on the other hand, the standard of life of the families of the residents of the University students of Europe would be in a middle or upper class. The social level of the students of Portugal’s secondary school would be in middle class. Regarding the third feature that describes the boarders of our centres, let us remember that the centres had to indicate the types of boarders by reason of their faith. In 14 centres we will encounter groups of practicing Catholics; in 13, baptized Catholics, but not very practicing; in 11, a group of Hindu boarders; in 12, groups of other Christian non-Catholic denominations; in 7, groups of atheists; in 5, committed Catholics and in two of them we will find Moslems. The groups of atheists should not be reserved only for Europe (only one centre of Europe indicates the existence of atheists in the residence) but also for different places in Asia, as we can see in the table 8.12. What we can reserve only for Asia are the Hindu and Moslem boarders. 8 One of the residences of India is a university residence

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13.12 The residents Students In University In Secondary

School In professional school

In primary school Non school going

Number 836 299 11 979 0 Social level High Higher medium Medium Lower medium Lower Paoint out X 0 5 7 4 11 Faith Committed

Catholic Practicing Catholic

Baptized Catholic

Hindu Musulim Other christian denomination

Atheist

Point out X 5 14 13 11 2 12 7 8.2. The implicit and explicit educative Project Like in previous analyses, the explicit objectives of the projects will be compared with the activities; above all with those which have a pastoral and evangelizing character, and are carried out in the centres. Perhaps it would have been appropriated to ask questions not only about the pastoral contents; this could have been done thinking both of Europe and of Asia, including activities of “approaching” those alienated from the faith or to believers of other religions or Christian confessions; let this remain as a suggestion for next study.

13.16 Educative projects (put X where necessary) ¿Does it have an educative project?

YES NO ¿Does it have Pastoral or evangelization project?

YES NO 23 3 12 3

Of the 25 residences, 22 assert that they have an educative project and 12, a pastoral or evangelization project; as we can see, there is a group of centres that do not respond to the second question; this would indicate that they do not have it. Let us go now to examine the objectives of the educative project; as I earlier commented, those objectives that come exclusively from Europe appear in boldface. The education in the faith, the quality education and the integral education appear as the three main axles of the educative projects. The following four objectives clearly come from India: To give the marginalized trust in themselves, Character formation in the responsibility, the Search for the best for children and adolescent “tribals”· For Europe there are, in addition to the already commented first three, to educate in values related to the JPIC and to help them live their faith personally and in community.

13.17 If it has an educational project, list out its basic objectives: 04. Education in the faith 12 06. Give quality education to children and adolescents who do not have access to it

8

16. Comprehensive education, since criteria and values, for life 8 02. Give confidence to marginalized 7 07. Attention to the formation of responsible character 7 03. Justice and Peace 6 01. Welfare of Children (tribal) 4 20. Educating from JPIC 4 21. Help them live their personal faith and community 4

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The activities of the pastoral department with the residents are focused on creating an atmosphere of religious offer in which they may think about the Christian faith as a possibility, they may take the Christian values as their own, or may deepen in the Christian Catholic faith which they already have. Also present in the objectives are: The Eucharist (10-25) and other sacraments, the daily prayer (10-25), the catechesis (5-25) and the formation groups in different themes. In this sense, and seeing the number of answers over the total, we could certainly say that the daily prayer, normally in the morning, is very widespread, even more than what appears reflected in the table. The frequent Eucharist is also very much present. The rest of the activities is offered in those places where it is possible to offer it; I refer to faith groups, catechesis, preparation for the sacraments, which are proper of places with Hindu or Moslem faith or other Christian confessions.

13.18 Activities of the Pastoral Deparment wit the students 02. Eucharist and other sacraments such as confession and confirmation

10

10. Daily Prayer 9 13. Sunday Eucharist 6 01. Catechesis 5 09. Training Meetings and groups 4 11. Education in Christian values 4 03. Worship 3 12. Bible classes 3 14. Care and support staff 3 05. Teach the prayers 2 15. groups of faith and life and deepening of faith 2 17. Participation in receiving new schoolchildren 2

The activities with the educators, done from the Department of education in faith, without forgetting what is more confessional, are centered on other activities more related with the education in values. This kind of activities is quite less frequent than those organized for the residents.

13.19 Educative activities in the faith of the educators 01. Daily Prayer 4 03. Various celebrations 3 04. Lectures and training readings 3 02. Eucharist 2 05. Teaching moral virtues 2 06. Deepening the faith through personal prayer 2 07. Attendance at courses of education in the faith 2 08. participation in parish and diocesan pastoral activities 2

Regarding the activities with former students we must recognize that very few are offered, perhaps because of the difficulty of meeting them again after they leave the residence.

13.20 Activities and education in the faith with the former students

1. Maintain contact with former students 1 2. Let them religious leaders in their villages 1 3. Financial assistance for other studies 1 4. Sunday Eucharist 1 5. Groups of faith 1

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8.3. The difficulties met by the residences This table is one of the most revealing with regard to the real situation of the residences and boarding schools. The centres of Europe are characterized by the lack of sense of belonging (3/5EU), the decrease of the number of students (3/5) and the religious indifference (3/5). The main part of the centres is placed in another absolutely different context, mostly proper of Asia, which indicate as their difficulties: the lack of infrastructures (11/20), the maintenance of the buildings (4/20), lack of financial resources (10/20), lack of vacancies in the face of the very many demands (8/20). In this second group, a whole series of difficulties proceeding from material and social poverty are added: it is difficult to find adequate formators; there is little interest for studying due to the lack of personal and family motivation; the deficiency of transport infrastructures; lack of formation and illiteracy in the families. In two cases, the difficulties raised by the Government of the nation to open the boarding house are mentioned (2) or the problems with extremist religious groups.

13.21 main problems center 05. Few infrastructure 11 01. Lack of financial resources 10 03. Few seats to accommodate many requests 8 13. It is not easy to find suitable trainers and teachers 5 14. Little interest in children because of family and social situation 5 16. Communication and Transportation 5 04. Maintenance of buildings 4 12. Lack of education and illiteracy Family 4 17. Lack of sense of belonging among students 3 19. Decrease in college 3 20 religious indifference 3 02. Difficulties in obtaining permission to open, from the government 2 07. Problems with religious extremist groups 2

8.4. The personnel in the residences and boarding schools The Claretian Missionaries dedicated to attend to the 25 residences of the Congregation are 64: 26 as educators, 36 in different tasks or management and 2 in other tasks. Two annotations about these data: in the first place, the management tasks do not exclude those proper of the educators; in the second place, normally (except in the university residences of Europe, which are 4) the residences and boarding schools are linked to teaching schools where the Claretian Missionaries are also working. In parallel, the number of collaborators (lay and religious) in the care of the residences and boarding schools is 42 educators, 1 in management tasks and 71 in other services. We also see here the need to share the activity with other persons; alone we could not do it. The management work of the residences is left, primarily to the Claretian Missionaries. Regarding the Management Team, we see that there is a greater representation of lay persons; let us remember that the concept about who is a Manager and what is management Council do not totally coincide in countries with Latin roots and with Anglo-Saxon roots.

13.13 Personnel on contract from the school Teachers Total

CMF teachers Directives Total

Directives CMF

Other services Total

Otros services CMF

68 26 37 36 73 2

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13.14 Directive team Number of directive group members

67 Number of the claretians in the directive team

43

8.5. The financing of the boarding schools In the financing of the expenses of the boarders we see that 23 do it with the contributions of the students and these are complemented, in the case of 12, by the Congregation; we also find 5 with support from NGOs and 4 with subsidy from the Diocese. Normally the residences and boarding schools of India need external help for their maintenance, while the boarding schools in other places contribute funds for the maintenance of the Mission of the Congregation.

13.20 Financing of the Center. Students quota Subsidy from the

state, autonomy and municipe

Subsidy from the Congregation

Subsidy from the Diocese

Other associations and NGO

23 5 12 4 5 8.6. Gathering some ideas. As conclusion about the residences and boarding schools. Let us now make the corresponding comments on this type of missionary positions.

1. There are two groups of residences and boarding schools : those in Europe (Spain and Portugal) and those in India and Equatorial Guinea. Among those in Europe, we have four university residences and one boarding school for students in secondary education. In the second group we have one boarding school in Equatorial Guinea for students in primary education, one university residence in India and, also in India, 18 “hostels” for students of primary and secondary education. I will make two groups of commentaries: the first will be in relation with the residences of India and the second regarding the residences in Europe.

2. The location of the boarding schools or “hostels” is, basically, India with a cultural, economic, social and religious context, specific of the rural zones of India. They are groups of between 250 and 25 residents who need the “hostel” to study in the nearby school; without the “hostel” it would be impossible for them to transfer daily to the school or, simply, to study in their homes which are not prepared for this purpose. The boarders belong to social groups, normally marginalized and with very few rights in the Indian society; a great part of them belong to “tribals” and to the “casteless”, like their families. This social situation coincides with groups of great cultural and economic lack. The work of the Claretian Missionaries with the hostels in India is a possible way of promotion and movement within the Indian society, very much fixed on the social categories linked to religious principles.

3. The religious situation of the hostels of India is a reflection of the real life in the specific zone of India. In the Northeast there is a great majority of Christian Catholics, a group of other Christian denominations and groups of Hindus and Moslems. In the other zones of India the number of Catholics is smaller and the number of Hindu and Moslem boarders increases. This creates a situation of a very special inter-religiosity in these hostels. Normally there is a great respect and prestige of the Catholic education which allows the creation of a favourable atmosphere for the presentation of Christian values and even of celebrations and

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Christian prayers without any special problem. However there are some places or some moments in which tensions are created with the fundamentalist Hindu groups.

4. As it appears in the responses to the survey, there is a great lack of educative means and resources. The buildings do not have enough classrooms and spaces for the development of the activities that would be desirable in the boarding schools. The food is, in some cases, barely enough and not well balanced. The allocations of services of cleanliness and hygiene should be improved. All this comes up against the great difficulty to obtain resources to accomplish these improvements; the families normally pay some fee but it is far from being enough to be able to sustain the work.

5. Regarding the educators, as it also appears in the responses, it is difficult to find adequate educators for the projects of education in values that we present. The economic remuneration and the location of the hostels makes the educators look for other places to work.

6. In spite of all the difficulties the Claretian Missionaries are doing an excellent humanizing, evangelizing labour in the hostels. I do believe it would be important to elaborate educative and pastoral projects for the hostels, with well outlined programmes, in the line of the objectives that appear in the responses. It is very important to make them aware of their values, capacities, rights and possibilities. It is important to outline, in the best possible way, the entire religious dimension within the hostel. The promotion of the close relationship with the families of the boarders will be, no doubt, a source of gratification for the educators and of greater effectiveness. This is so both for women and for men in the hostels managed by the feminine religious congregations with whom we work.

7. The interrelation that exists in many places between the residences (for boys and for girls) with the school and the parish must also serve as fulcrum for the education and for the evangelization.

8. The situation of the residences, especially of the so-called Colegios Mayores universitarios (university residences) is quite different from that presented when we speak of the hostels of India. The university residences are placed in the campus of the university or in places near the university of the respective city. The residents belong to a social status corresponding to the middle or upper-middle class of the Spanish and Portuguese society.

9. The religious situation of the residents is that they belong to a social group in which the religiosity is still appreciated but normally it is a Catholic religiosity that lacks commitment. However it is possible to work with the residents in matters related to the reflection groups or human values and Christian values. In the responses to the survey it can be seen that the invitations to the Sunday Eucharist, group prayer, reflection groups, annual retreat, commitment to JPIC are accepted among specific groups of residents.

10. Regarding the installations, they are good or very good in the case of all the colegios mayores. In the same way the colegios mayores are activities which contribute financial resources to their respective organisms for the common mission of the organism.

11. The presence in the university through these university residences is important, since it is a way of helping maintain alive the faith which the residents received in their families and in the Christian groups from which come a good number of them. On the other hand, it is possible to present the reflection on the Christian values and the Christian faith itself to persons who are far from it.

12. I have not made any express comment on the boarding school of Niefang or that of Os Carvalhos, because they would be excessively specific.

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9. Spirituality Centers and Retreat Houses The Congregation has 31 Spirituality Centers and Retreat Houses, which are distributed as follows: 1 in Africa, 11 in America, 8 in Asia and 11 in Europe. One was founded between 1849 and 1900, five between 1951 and 1975, 17 in the period between 1975 and 2002, and 8 centers were opened between 2002 and 2014. The 31 centers consider themselves viable to continue operating. 9.1. Purpose of the Spirituality Center The purposes of more than half of the houses of spirituality and retreats are to welcome groups and communities (24/31), in order to form them. This formation is intended for lay people in general (17/31), agents of evangelization (15/31), religious (15/31), people with Claretian charism (16/31) and youth (15/31).

10.8 Main Goals 09 Welcoming groups and communities 24 08 Spiritual Training for Lay People 17 12 Claretian Spirituality Promotion 16 05 Evangelizers Training 15 07 Spiritual Training for Religious People 15 10 Offering Room for Youth Activities 15 04 Youth Religious Instruction 14

The activities carried out in these centers are related to the objectives: fellowships and recollections (28/31), Claretian encounters (17/31), workshops of various types (17/31), spiritual retreats (16/31) and biblical formation (15/31)

10.9 Main Activities 03 Spiritual Retreats for groups 28 12 Claretian Encounters 17 17 Courses and Workshops for various groups 17 11 Spiritual Exercises 16 06 Courses and Lectures on Bible Topics 15

It seems that the Retreat Houses are primarily serving Claretian centers and groups but are also open to other groups. It would have been interesting to ask if the House of Spirituality and Retreat themselves offer formation programs. As far as my knowledge in the Congregation, I know that some exist in many cases. It would be interesting to know the themes, regularity of the offers and schedules of the program. Like other things, these would be left for the next survey. 9.2. Managers and workers at the Spirituality Centers and Retreat Houses. In this table 9.10, we find that there are 20 Claretians who work full-time in them; up to 45 if we consider those who help sporadically in the same activities. Since the houses are linked with other Claretian institutions, normally some have direct responsibility while others try to accommodate with other assignments their work in the Spirituality Center. There are six other religious working full-time; and, if we combine those working part time and full time, they reach up to 11. More important is the contribution of the laity, as the number of those working full time is 20 and part-time is 68 bringing the sum total of lay people to 88. In total, 144 people are working, in one way or another, in the service of these houses of spirituality. We should bear in mind that we are not talking about volunteers but a working team.

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10.10 Working Team

Claretians Other People Priests Brothers Religious Lay People

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

17 19 3 6 6 5 20 68 9.3. Participants of the activities of the Spirituality Centers and Retreat Houses. The higher frequency is between 0 and 1,000 people; There are 16 centers with between 1001 and 3000 people attending annually; 9 Spirituality Centers which has up to between 1,001 and 3,000; five between 3001 and 6000, and one with 6,001 to 10,000.

10.11 People participating in a given year in the center programs 0 - 1000 1001 - 3000 3001 - 6000 6000 - 10000 Más de 10000

15 9 5 1 1

9.4. Funding of the Spirituality Centers and Retreat Houses. A large majority of the centers are auto-financed (27/31) including 8 that are supported by the Major Organism.

10.7 Way of Financing Self-sufficient

Province/Delegation General Government

Others Contributes to the Province/Delegation

28 4 3 1 8 9.5. Difficulties of the Spirituality Centers and Retreat Houses.

Apart from the difficulty in obtaining financial resources (10/31), the desire to maintain prices of accommodation (12/31) and the need to increase awareness of what the center offers (16/31 ), there are two difficulties that are most important for most. The first is of a material nature: To improve the structures of buildings and provisions (20/31), and the second is more fundamental: Lack of Claretians prepared to offer their own programs (20/31)

10.12 Difficulties found. Mark 5 at the most. Lack of Claretians trained to offer the programs 20 The Center is not enough known by the people 20 Necesidad de dar a conocer el centro 16 Difficulties in offering programs affordable for the people 12 Lack of financial resources 10

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9.6 Gathering some ideas to conclude on Spirituality Centers and Retreat Houses. I do not think that there is a need to make great comments on this activity but some think they are helpful. 1. The distribution of the 31 Spirituality Centers and Retreat Houses: America (11), Asia (8) and Europe (11) correspond to a similar number of those who are assigned. What calls attention is Africa which has only one. 2. It seems that the Spirituality Centers and Retreat Houses are closely linked to other destinaries of the Claretians serving them as well as being open to other groups. 3. One of the difficulties encountered by Retreat Houses is to promote its existence. I think it is an important task to accomplish. 4. One of the important services that can be offered is a cycle of lectures, courses, exercises and retreats. As already mentioned, some houses offer this service but perhaps it could be increased. It can be a great service to our mission and to the diocese, to movements and religious congregations. 5. Another problem presented is the lack of Claretian Missionaries with proper preparation to offer services in these centers. I think it should be better to look for Claretians already formed while training more for this kind of service.

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10. Higher ecclesiastical study centres

We have in the Congregation 7 higher ecclesiastical study centres. In Africa 1, in America 2, in Asia 3 and in Europe 3. Among the 7 centres 4 were created during the period of 1951-1975 and 3 during 1975-2002. 10.1. The specialities of the Higher ecclesiastical study Centres Consecrated life (5/7), one of the mark of identity of the Claretian Missionaries throughout the world, is the most common specialty offered by the Higher study Centres. Besides, they are very much related to the institutional Cycles of formation, Priestly Ministry, Philosophy (2/7) and the proper institutional cycle (1/7). Bible (1/7), Spirituality (1/7) and Missiology (1/7) are the other many specialties offered.

9.7 Curriculums Ecclesiastical

formative studies Philosophy Bible Religious Life Spirituality Missiology Pastoral Other studies

(to name)

1 2 1 5 1 1 0 2 10.2. Students in different formative offers The table 10.9 offers a summary of the students (929) of the institutes: priests (31), religious (668) and laity (230). The ordinary students are 865, the extraordinary ones are 64. The religious sisters are 414 and laity are 13; the male religious are 254 and the laity are 217. It is really interesting to discover that our centres are open to this diversity of forms of life in the Church, about which the Vatican Council II spoke clearly and very clearly the following ones of “Pastores dabo vobis”, Christifidelis Laici and “Vita Consecrata”. Summing up the table of the students 10.9 and the table of 10.10, it is 4,526.

9.9 Number of Students Diocesan

Priests Religious Lay people Total

Male Female Male Female Ordinary 31 254 351 216 13 865 Extraordinary 0 0 63 1 0 64 Total 31 254 414 217 13 929

The variety of professors can also give an idea of the ecclesiastical orientation of the higher study centres. In them we find, claretians, priests and brothers, diocesan priests, religious from other congregations and laity.

9.8 Faculty Members of the Centre CMF

Priests CMF

Brothers Diocesan Religious Lay

people Full

Time Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

18 47 0 2 0 13 1 77 0 33

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The claretians working on full time basis are 18 and on part time basis are 49 (47 priests and 2 brothers). The diocesan priests are 13. The religious on full time basis 1 and part time basis are 77. Laity 33. On the other side, the claretian base of the study Centres is maintained and on the other side, a forum of professors to other religious congregations, laity and secular priests is too kept up. The presence of this variety of staff facilitates a reflection from life, namely, the Church is rich with forms of life and ministries; it facilitates a reflection on each form of life, particularly the Consecrated Life, from the experience of a daily lived reality. 10.3. Complementary activities to the basic courses The table 10.10 could be explained in this place as in the corresponding section to the number of students. The Institutes not only offer the official courses but they are the platform very much adequate to be able to offer specialized courses, monographic courses or dedicated to the formation of persons with particular services in the Church. With regard to the formation of evangelizers we find an Institute offering it with weekly courses for 250 persons. The study weeks and symposiums have three modalities: annual (1/7), semestral (1/7) and trisemestral (2/7) with a total number of 1,120 admissions. Other activities, courses and conferences are imparted annually in 6 institutes, fortnightly ones in 1 and semesterally in 4; the total number of students is 2,227.

9.10 Complementary Activities N 7 a. Formation of the Evangelizers

Term Number of Participants

Weekly Fortnightly Semester 1 0 0 250

b. Study Week or Symposium Term Number of

Participants Yearly Semester Other:

1 1 2 1120 c. Other Activity: (to mention) Term Number of

Participants Yearly Semester Other:

4 1 3 2092 The activities in the Institutes in the Institutes are often weekly or annual Symposiums on Consecrated Life which during some five years gather mainly the men and women religious; it is an activity that gathers annually more than 1,200 persons in various encounters. Courses for evangelizers and on Forms of life are offered in three centres. The courses of distance education on Consecrated Life take place thrice in the Institutes. Besides, mentioned in different higher study institutes, there are extension courses, Ongoing formation of Consecrated Life, Formators’ Forum for Consecrated Life, Christmas and summer holiday courses on Consecrated Life, Encounter for Juniors, Encounter of preparation for the perpetual profession, Experts in theology of Religious Life, School of Government, course on Third Sector and School of Economes. As we see there is a great variety of courses and initiatives.

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10. Financing of the higher study Institutes Among the 7 higher study institutes 6 are self financed, though not totally, because four of them receive from the provincial, 2 from the General Government and 2 from other institutions. Certainly we don’t run these institutes seeking economical gain they generate, rather we aim at offering a service to the Church.

9.11 Finance Self-Finance Province /

Delegation General Government

Others:

6 4 2 2 10.5. Difficulties of the higher study Institutes The difficulties of these institutes are centred on the material difficulties and the proper difficulties of the places they are situated. Lack of economical resources (5/7) and the material structures (4/7) are the two main problems of the centres. The multiple job of the professors (4/7) that follows it and very much related with this is the lack of a greater number of stable claretian professors (3/7). Finally, low number of students. Thus there are three problems, such as, economical, less claretian professors with sufficient dedication and scarcity of students. I think that the last issue is very much related to the some particular centres in the West than those in the East.

9.12 Difficulties Lack of financial resources 5 Lack of infrastructure 4 Multiple job of the professors 4 Lack of a greater number of Claretian professors 3 Scarce number of students 3 Competition with similar formation centres 2

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10.6. Some ideas. A conclusion on the Higher ecclesiastical study centres: 1. The activity of the ecclesiastical higher study centres is developed in 7 centres that are imparting courses centred on three fundamental nuclei: Consecrated Life, institutional cycles for the priesthood and general theological formation, normally addressed to the laity. 2. They are the Theological Institutes dedicated to the reflection on Consecrated Life that have a greater importance in quantity, creativity in courses and relevance in the church circle. The Institutes in Rome, Madrid, Manila and Bangalore are indispensable points of reference on the reflection and orientation of Consecrated Life in the Church. 3. It highlights the variety and creativity of the courses the Institutes of Consecrated Life are offering; it points out the effort being made in offering the Internet service and attention to the religious congregations. 4. The Institutes of Consecrated Life are the platform that allows a wider range of services and attentions to Consecrated Life that are not present in the academic or para-academic programmes. It would be interesting to make a statistical study of the services of personal attention, to the formation centres, chapters, congregational reorganizations, etc, the Claretian Missionaries are offering from these centres. The symposiums and Consecrated Life weeks born from the Higher study Institutes of Consecrated Life, have been extended to the countries where we don’t have institutes. This new service to Consecrated Life, under the protection of the positive reputation we have as Claretians in this field, has been extended to the places like United Kingdom and Poland. Thinking on the future I would like to present here some suggestions brought up on the statistical basis that have the roots in the claretian encounters of the higher study centres carried out in these recent years. 6. I consider very important the fruit of the present matured reflection on the Theology of Consecrated Life, developing of a “systematic body” on the Consecrated Life to serve as point of reference for the present institutes and orientation for future stands. 7. I also see important the constitution of Theological Institutes of Consecrated Life, with similar services to those that are already in function, in those zones where the reflection and formation on Consecrated Life may be necessary, particularly in Africa and America. 8. Let the forms of Life very much present in the Higher study Institutes be centred on the Consecrated Life or on the formation of the laity or seminarians. It is important for me to continue to pay a special attention on the Consecrated Life, to open specialties, courses and activities for other forms of life in the same Institutes of Consecrated Life. 9. We must continue to boost offering courses through the internet in English, Spanish and French as languages of reference. In this sense we have to seek the collaboration among the institutes and make use of the synergies these all would produce.

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11. Higher study centres. Faculties and Universities

We have 6 centres of University teaching in the Congregation. Among these 3 are in America and 3 are in Asia. As we have already commented in some other place, the very much limited number of centres place difficulty, as per the sociological analysis. In the case of Organized Higher Study Education centres, we find a great difference in the surroundings they are situated, as in the all positions analyzed practically. In America one of the centres is a big general university with very powerful section of Education through the internet; the other ones are general faculties (depending the University) and a University (in fact, group of faculties depending on the University) born for the promotion of the people of the backward areas that are having a great development. In Asia we don’t have our own university, but places with faculties depending on a University; a group of faculties is in an area with a population really in need of human development and have many possibilities and the other two are in the city area. The universities and faculties of America are situated in the areas of catholic majority. With regard to Asia, one of them is in an area with an important number of catholics and the other two are in the areas where the catholics are a small minority. 11. 1. The personnel of the universities and faculties The students taken care of by the faculties and universities under the responsibilities of the Claretian Missionaries are 28,777.

12.12 Formal Higher Educational Centers. University Numbers Number of Students

Number of Teachers

28847 327 There are 599 professors among whom 18 are Claretian Missionaries. The personnel involved in the direction of the centres is 37 among whom 21 are Claretian Missionaries. The personnel of other service is totally 771 among whom 11 are Claretians. There are 1,407 persons working in the faculties and universities among whom 50 are Claretians and 1,357 are laity. The amount of laity with regard to the number of Claretians gives a very low percentage of all the questionnaire.

12.14 Hired Employees Total Number of Professors

CMF Professors

Total Num of School Admin

CMF School Administrators

Total Other Services

CMF Other Services

599 18 37 21 771 11 11.2. The educative project of the Faculties and Universities All the faculties and Unversities affirm to have an Educative Project and not the Pastoral Project which only 3 have. In 6 centres Educative Project has been worked out by the Directive Council in consultation with the professors of the centres; with regard to the Consultation with the major Organism there were only 4 cases. In three centres the pastoral project was worked out by the team of direction in consultation with the in

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charge persons of the department of education in faith; only in two cases the Pastoral team of the Organism intervened.

12.16 Educational Programs/System (place X on the right answer) Educational system or program exists?

YES NO Pastoral program for evangelization included?

YES NO 7 0 3 4

Prepared by: Prepared by: Management Team 7 Management Team 3 Management team of the Province/Delegation

6 School Pastoral Team 2

Provincial/Delegation Government

4 Pastoral Team of the Province / Delegation

2

With consultation of the Faculty 7 With consultation with the Religion Professors

3

Concerning the objectives, all the centres (6/6) give much importance to the education in values from the JPIC. The second objective refers to the offering of an education based on the Gospel project (4/6). Thirdly the importance of realizing an inculturated and useful education for the areas where the University is situated (4/6). Different from what is said, there appear two characteristics of the Project: to take care of the relationships within the totality of the educative community in such a way to create a truly positive atmosphere and secondly, seeking a scientific and investigating competence at the service of the society. 12.17 Educative Proyect Goals: N 6 3. Educate the criteria JPIC 6 7. Integrating the activities of the University with the local community 4 9. Promote university education from the project of the Gospel 4 1. The Claretian principles as a unifying factor of the entire education community

3

2. Scientific Competition 3 4. The student as the center of the educational process 3 5. Work human relationships to create universal brotherhood 3 6. Forming a true educational community 3 8. Develop a critical analysis and creativity 3 10. Promote comprehensive education to competition from values education 3 11. Provide learning traditional professions and innovative 2 12. Research for the good of the nation 2 11.3. Property and financing of the Faculties and Universities In the six cases the land and building belong to the Congregation, though it may be through a foundation and also in the six cases the educative management belongs to the responsibility of the Congregation.

12.13 Property and Educational Administration The land belongs to the Congregation

YES NO The building belongs to the Congregation

YES NO Educational administration is run by the Congregation

YES NO 7 0 7 0 7 0

From the six positions, all affirm that the quotas of the students are a way of financing the structures. One receives a subscription from the City Hall and three from the Congregation.

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12.20 Funding. Place Student quota

Government grants

Grants from the Congregation

Grants from the Diocese

Grants from other NGO/ associations

6 1 3 0 0 11.4. Some ideas. Conclusion on the Higher study Centres of Organized Education As I already told in the beginning of this section on the Higher study Centres of Oranized Teaching, it is characterized by the small number of positions and variety of the same which makes a sociological evaluation very difficult.

1. The number of personnel contracted is very high and highly qualified particularly 1,357. There is a great responsibility with regard to them. They are the corner stone to carry ahead the planed objectives in the educative Project. Their formation in the values of the “book of values” is fundamental if we want a truly claretian education to be offered in these structures.

2. The presence in the University is, in principle, is very important for the evangelization. We have 28,777 students to whom we have present the possibility of going beyond in their commitments with the humanity, God or Jesus Christ.

3. Seeing the concrete activities planned from the evangelization, destined to the students, professors and ex alumni, the impression we get is that this issue is not an objective of a higher priority. I think that there must be more creativity in thinking and realizing the activities addressed to the students, professors and ex alumni to have reference to God and Jesus Christ.

4. There must be a reflection on the Faith-Culture Dialogue in our universities and faculties in such a way that we could plan out concrete projects and actions to make this dialogue effective.

5. In the same way, the universities or faculties situated in the places where the diversity of religions is an incentive, can be and should be converted into the places of dialogue among the religions. Prayer in common, mutual knowledge, common projects, thinking on the world where God, culture and science go away from hand.

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III

Over all Analysis

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The third part of the commentaries for the results of the survey ‘The Claretian Mission in 2014’ presents a combined vision of the apostolate of the Congregation. First we will deal with the interpretation of where the great numbers of the congregational presences are presented; at a second moment I will give a final impression about the better quality content of the responses. 1. Distribution of the Claretian missionary presences In Table 00 the Congregation is presented in six groups of columns; the first five correspond to the five continents and the last to the congregational totals. In each continent there are presented, for each type of position, the number of positions, the Claretians that work in them full-time and part time and their totals. In the lower part of the table, also in each group of columns by continent, there are presented the total number of positions and Claretians per position and, besides that, the number of perpetually professed Claretians, the number of houses and number of residences. 1.1. Details about the data

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In the data that differentiates full-time and part-time Claretians, to say that in all cases, except two, the amount that appears are the result of direct correction of the corresponding questions in the survey; the exceptions are the centres of primary/secondary learning and those of university learning, for these the principle has been applied to adjudicate ‘full-time’ to the directive and 50% to the rest of the Claretians involved in the position. The total number of Claretians and communities are taken from the data of the General Secretary; take note that only Claretians of perpetual vows have been counted as they are the ones able to be taken into account to carry forward the pastoral responsibilities. Faced with the interpretation of the data of the number of Claretians at the service of the mission in each continent their age should also be taken into account, something that was not able to be considered in this present study. 1.2. Presence of Claretian Missionaries by the number of its members Continental Presence. The number of positions considered in the survey is 698, of which 217 are in America, 192 in Asia, 175 in Europe and 124 in Africa. The total number of Claretians that appear totally or partially dedicated to the care of the positions is 2,212. The distribution of the 2,340 Claretians of perpetual vows, that are younger in Africa and Asia than in Europe and America is as follows: 776 in Europe, 698 in America, 547 in Asia, 329 in Africa and …….in Oceania. The greatest presence in 2014 continues being in Europe followed by America; the statistics on the average age would present us clearly with a projection in ten years’ time of the presence of the Claretian Missionaries as being very different from the present one. We should also ask ourselves about the future of the positions in congregational areas with a high number of places and a very high average age of the Claretian Missionaries. The number of members of the missionary communities. The ratio corresponding to the number of Claretians per house, taking into account that members of governments and formators are included, is 4.9. If we consider the continents, Europe has a higher ratio with 6.15, followed by Asia with 4.5, Africa with 4.3 and America with 4.3. This ratio could be indicating a distinct model of community for the mission, depending on the number of Claretians present in it; the model of community and the number of members of each one can influence the missionary style and, the other way round, it could be that the missionary options and priorities can have an influence on the style of mission. There is no doubt that one explanation for the high ratio of Europe can be the age; more surprising is the low ratio of America that already in some of its Organisms we find a high average age in its members.

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Number of Claretians in each type of position. The number of Claretians working full or part time in the parishes, be it of one type or another, is 1,138; more than half the Claretians working full or part time in the positions that were studied carry out, at least, part of their missionary service in parishes. The next group of positions is that of schools, with these there are 349 Claretians connected. Next are specialized teams (180), Churches and Shrines (143), social ministry (95), mass media (74), centres for higher ecclesiastical studies (73), Centres of Higher learning (48), Spirituality Centres and Retreat Houses (48), residences and hostels (41) and the NGOs recognised by the State (23). Ratio of presences in type of position by continents. The ratio has been obtained by dividing, in each continent, the number of people connected (full time more part time) for each type of position with the total of people connected to all the positions according to the data obtained from the responses to the survey. The results are presented in Table 0.1. It is clear that it is an index of Claretian Missionaries dedicated to them in one or other type of position.

Table 0.1. Ratio presence types positions. Comparison by continent

Africa America Asia Europe Parroquias 227/306

74,2% 334/575 58,1%

207/552 37,5%

267/607 44,0%

Centros educación 30/306 9,8%

64/ 575 11,1%

179/552 32,4%

76/607 12,5%

Equipos especializados 19/306 6,2

47/575 8,2%

29/575 5,3%

85/607 14,0%

Iglesia y santuarios 59/575 10,3%

11/552 2,0%

73/607 12,0%

Pastoral social 20/306 6,6%

13/575 2,2%

38/552 6,9%

24/607 4,0%

Centros superiores de Estudios eclesiasticos

6/306 2,0%

33/575 5,7%

22/255 29%

40/607 6,6%

Centros superiores de ensañanza reglada

2/306 0,6%

5/575 0,9%

15/552 2,7%

Centros de espiritualidad y casa de ejercicios

16/575 2,8%

16/552 2,9%

20/607 3,3%

Residencias e internados

2/306 0,6%

27/552 4,9%

12/607 2,0%

ONG con reconocimiento ante el Estado

4/575 8/552 10/607

Totals 306 575 552 607 Although the parishes have the highest index of Claretians dedicated to them in each of the continents, Africa and America stand out. Second place is occupied by education centres (except Europe), with an elevated percentage in Asia. The specialized teams are a rather special case as in them are also included the teams and secretariats of coordination which imply a very high temporality; in any case it is in Europe and America where there are more. The social problems are more present in their index corresponding to Africa (6/9) and Asia (6/9). The residences and hostels as a strong support connected to the Social Ministry in Asia (4/9). Order of the type of position in the Congregation, as a whole and by continents. Table 03 show the order of the grouping of positions, in each of the continents, according to

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the number of Claretian Missionaries that work in them, either full or part time. Table 04 presents the distribution of Claretian Missionaries working, both full and part time, in each type of position.

Table 03. Types of positions sorted by number of CMF involved in them Africa N T Asia N T America N T Europe N T

5 Parishes 76 227 5 Parishes 79 207 5 Parishes 116 334 5 Parishes 80 267 7. Schools 15 30 7. Schools 44 179 7. Schools 36 64 4. Specialized

Teams 18 85

8. Social Minnistry 11 20 8. Social Minnistry 19 38 6. Churches and Sanctuaries 11 59 7. Schools 17 76

4. Specialized Teams 11 19 4. Specialized

Teams 7 29 4. Specialized Teams 13 47 6. Churches and

Sanctuaries 18 73

9. Centers higher ecclesiastical studies

1 6 13. Residences and Hostels 19 27 12. Universities and

Faculties 4 33 9. Centers higher ecclesiastical studies 3 40

10. Centers of spirituality and retreat houses

1 2 9. Centers higher ecclesiastical studies 2 22 8. Social Minnistry 19 13 8. Social Minnistry 10 24

13. Residences and Hostels 1 2

10. Centers of spirituality and retreat houses

8 16 10. Centers of spirituality and retreat houses

11 16 10. Centers of spirituality and retreat houses

11 20

6. Churches and Sanctuaries 0 12. Universities and

Faculties 3 15 9. Centers higher ecclesiastical studies 1 5 13. Residences and

Hostels 5 12

11. NGOs with official recognition 1 0 6. Churches and

Sanctuaries 4 11 11. NGOs with official recognition 4 4 11. NGOs with

official recognition 12 10

12. Universities and Faculties 0 111. NGOs with

official recognition 4 8 13. Residences and Hostels 0 0 12. Universities and

Faculties 0 0

N: Number of Possitions. T: Claretian Missionaries involved in this mninistry. Total

Table 04. Claretian involved for each type of position in the Congregation NP TC TP TOT 3. Social Media 19 55 74 4. Specialized Teams 49 108 72 180 5 Parishes 354 887 251 1.138 6. Churches and Sanctuaries 33 86 57 143 7. Schools 112 265 84 349 8. Social Minnistry 59 54 41 95 9. Higher ecclesiastiacal studies Centers 7 21 52 73 10. Centers of spirituality and retreat houses 31 22 26 48 11. NGOs with official recognition 21 13 10 23 12. Universities and Faculties 7 33 15 48 13. Residences and Hostels 25 15 26 41

TOTALS 698 1.523 689 2.212 NP: Number of Positions / TC: CMF full / TP time: CMF partial / Tot Time: CMF involved in the type of position

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We can see that the members of the Congregation are working intensively in parishes (1,138), in the teaching centres (349), dedicating a good group of missionaries to the Teams (180), to Churches and Shrines (143), to the Social Ministry (95), to the Mass media (74) and the Centres for ecclesiastical studies (73). We are also able to compare the four continents. The concentration in the work of the parishes, above all, and in second place in the teaching centres, is repeated in the four continents. Specialized teams and Social ministry could be the next fields of work that stand out. The Churches and Shrines are in a special place in America and Europe. The centres for higher ecclesiastical studies have a great importance, not just in quality but also quantity. In America there are a good number of Claretians in the Centres for regulated Higher learning, less in Asia and non-existent in Europe and Africa. In Asia the importance of hostels is to be pointed out. 1.3. Conclusion and final reflection In conclusion, the same types of positions appear as the most frequent whether we analyse the Congregation, as a whole or by continents, by the number of positions or by the number of Claretians working in them. There are special particularities of the missionary options made today and in the past. Some NGOs connected to JPIC and missionary activities are putting in a strong appearance. We centre our work (1,487 Claretians, according to the responses) fundamentally in parishes (1,138) and also in schools (349); the question should strike us: at what point do the Claretian Missionaries have their own distinguishing mark? In relation to the parishes, with the diocesan clergy and in relation to the schools, with other congregations dedicated to teaching; it is certain that the same could be said for the NGOs or the work in Social ministry or mass media. Definitely the Congregation of Claretian Missionaries does not define itself by its works or, if it does, there is really very little clarity in that definition, as it appears that as a Claretian one can do almost anything. The following section presents a very brief resume of all the previous analysis made of the objectives and reality of each type of position. It is in the manner of programming and drawing up our activity in each of the positions where the key to the Claretian identity is to be found. The question we have to make is if that identity, in the form of charismatic characteristics, is significantly clear. Another question, which we are not going to enter now, is if the Missionary Priorities and the positions connected to them are adequate, both in the Congregation as a whole as in each one of the continents. 2. The Claretian Missionaries in the types of positions I present a brief summary of what I consider the most important of all that has been mentioned about each type of position, putting them into focus, above all in that which defines the importance of the position as Claretian. The parishes represent the most usual place of work for Claretians. We find in them a great variety that is explained by the continent it is in, its size, the number of communities cared for, the situation of the territory (countryside, city, suburb), the social composition of the inhabitants, the percentage of Catholics in the area. The fundamental work that is carried out in them is centred on the liturgical celebrations and catechetical activities; normally we find a great number of groups for the most part relating to catechetics or celebrations, although within a greater variety. The pastoral necessities felt are: the youth, the family, formation of the laity, the poor. The pastoral councils are generally in almost all the parishes and there is a great awareness of the importance of the involvement of the laity in parish responsibilities. The services which the Claretian parishes offer to other neighbouring parishes better express what is

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specifically Claretian; the most common services are: youth ministry, biblical formation, formation of the laity and evangelizers and Caritas. We find a good group of parishes that offer these services but not all, to say the least. Schools. The Centres of regulated teaching of infant, primary and secondary education are the second most common type of position for the work of the Claretians. Asia is the place where there are more schools and more Claretians, followed by America, Europe and Africa. Almost all say they have an Education Project and the percentage lowers considerably in the case of a Pastoral project. The more central objectives are: the quality of the teaching, integrated education, education in Christian values and education in the faith. With respect to the quality of the education, to simply observe that it would be necessary to define it as, for example, Claretian education in Christian values forms part of our ‘standard’ quality. Morning prayer is a common characteristic in practically all of the education centres; other kinds of religious activities depend a lot on the religious environment in which the centre is situated. There is a significant group of centres that offer activities of formation in values and of a religious character outside of school time. The formation of the teachers is a general preoccupation as there is the conviction that the key to the education is with them; normally there are activities for the formation of the teachers which includes formation in the Claretian charism. Specialized Teams. In this type of position we have to include groups of Claretians dedicated exclusively to the purpose of the team, groups for the coordination of the internal activities of the Congregation, considered as relevant, and groups of Claretians which, coordinated, offer missionary service outside the Congregation. This type of position is very present in Europe and America but, little by little, they are also appearing in Africa and Asia; their presence is a sign of the measure of importance that is given to the coordination and strengthens certain activities. The purpose, dedication and preoccupations which are most common for these teams are: formation of lay evangelizers, youth / vocation ministry and bible ministry. Normally they are conceived to support other Claretian apostolic positions. Their activity centres on organizing encounters, talks, conferences, directing retreats and get-togethers, coordinating the environment corresponding to the purpose of the team. In their activity they fundamentally find two problems: the lack of Claretian members who are really prepared to carry out the work of the team and the inertia that some Claretians have in carrying out the work and which impedes the re-orientation of the positions. Social Ministry. This represents an important area in the activities of Claretian Missionaries; we cannot keep to just the contents expressed when responding to the questionnaire to what is called ‘social ministry’ but we have to also include what corresponds to NGOs and a growing group of activities being developed by parishes and teams. The areas attended to under the title of Social Ministry are very varied; this diversity can be divided into what deals with caring for the needs of the people with those that coincide with other types of positions; in this case, it would be witnessing to a true closeness to the needs of the people. In the responses, as much for activities, objectives as for preoccupations, it appears clear the relationship of these activities with a genuine missionary evangelizing preoccupation; it is and it is an expression of how Solidarity is, for Claretians, very united in Mission. It appears as a priority in everything related to JPIC and human rights and the youth are the usual recipients. The activities in Social Ministry are a reason for continual shared mission with laity, religious, priests, other Christian denominations, other religions, non-believers. Mass Media. Under this title come different positions such as publishers of books, magazine editors, radio and television stations, presence on the Internet. The most consolidated and important presences are the publishing houses; we have publishing houses on the four continents. The catalogues of the publishers are very varied, around religious themes but, above all, they centre on: Bible, books on pastoral, formation of evangelizers and consecrated life. All say they have publishing project that follows the

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Directory for publishers. The magazines are, for the majority, related with different institutes of higher studies: Consecrated life, juridical themes, philosophy. The radio stations are generally connected to pastoral positions in parishes that care for places with difficult access, serving as an excellent means of communication and evangelization. The presence on the Internet of the Claretian Missionaries is being developed, little by little; although there are some web pages that offer a proper evangelizing service, they are still very few; the presence is rather an institutional presence. Churches and Shrines. The presence of Claretian Missionaries in this type of position is fundamentally restricted to Europe and America. From these is generally given attention of a sacramental character and of worship although there are some efforts related to the Bible. A few shrines in America are the destination of many pilgrims throughout the year. A different and more qualified attention could be given to this if, as the Claretians working in them have said, more qualified personnel were sent to this type of ministry. Spirituality Centres. The presences in this type are in America, Europe and Asia; there is only one in Africa. Most are at the service of Claretian positions in the area although they are also open to other groups. In some of them activities are offered that are related to retreats, talks on theological or biblical formation. Residences and Hostels. We find this type of position in Europe, fundamentally in Asia and one in Africa. The residences in Europe are at universities and serve as a platform to be present at the University. The hostels in Asia are found in India and develop a very commendable work of social promotion and religious presence in very needy marginal populations. Although the majority say they have an education project, if not a pastoral project, it would be important to review them with the aim of drawing up projects that analyse in depth the reality attended to and that contain education programmes that are well drawn up and structured. Centres for formal higher education. Their presence is restricted to America and Asia; among them there is one university and the rest are faculties connected to a university. Through them we find a valid platform for a presence in the university world, with the aim of understanding their needs and to carry out a dialogue between the Catholic faith, cultures, other Christian denominations, major religions and non-believers. In all of them we find, at their foundational root, the desire to attend to those that might not have the opportunity to access university level; it is always good to record the origins and develop what comes from that. Centres for Higher ecclesiastical studies. These are divided in two groups: those that attend to the Consecrated life and those created for the institutional priestly Courses; in many of these institutes there is place for the formation of laity. The Institutes of Consecrated Life are one of the major activities with which the Congregation counts for the formation of evangelizing leaders; the Congregation is clearly a reference point for the consecrated life in the Church. For this reason of relevance, the service of accompaniment to the consecrated life could (perhaps should) be extended to other regions deprived of this kind of centre. On the other hand, in the replies to the survey there have appeared many references to the formation of an evangelizing laity from the key of the ministerial Church of communion; this is an invitation to strengthen the services of formation of the laity and priests from our specialised centres for consecrated life.

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3. By means of conclusion: The charism of the Claretian Missionaries at the service of the Church and the world. At the end of this long run through the Congregation by means of its apostolic positions I believe it could be convenient, always aware of the subjectivity with which one is burdened, to give an opinion on where the reflection of the Congregation has to go in the next few years. I do not believe you can separate the guidelines that I am going to present neither from the results of the survey nor from the experience that I have had during these past five years as General Prefect of Apostolate. At the end of point 2 of this ‘final analysis’ a suggestion was made and a question left hanging to respond to. Seeing this series of type of position which, in some cases as somebody commented to me, could have been expanded more, someone could ask the question, if the Congregation of Claretian Missionaries is clear in its identity and charism in the Church? It gives the impression that everything can fall within the charism of the sons of St. Anthony Mary Claret. I do not believe that our charism could or should be defined by the type of positions that we consider to be ours. At the beginning it was preaching, retreats, then came schools, shrines, missions and an even greater diversity in later times. In the last stage of the tour of the origins that the II Vatican Council asked for, the Congregation made a great effort to concretise, some 35 years ago, the options of Mission that ought to move the Congregation forward in the post-conciliar era. The reflection was not on the type of positions that were or were not Claretian but on the missionary Options that must qualify all and each one of the works. The Mission of the Claretian Today (MCT) interpreted that our missionary charism has to be concretised, periodically, in a series of missionary options that have to be in continuity with the past, but which, based on the present, have to look to the future. In this way the MCT leaves very open the field of the possible missionary positions from those that we have to be ‘Servants of the Word’ in the style of the Apostles. The multiplicity of the types of pastoral positions is not what we have to be preoccupied with, on two conditions: firstly that in each of them the lines that mark the Claretian mission at this moment in history is being made concrete and secondly that the concrete options be a genuine response to the missionary necessities which in that part of the Congregation have been discerned as such. So that the question about the Claretian identity of our positions be transformed into a double question: Is the project for the position thought out and real, based on the lines that define the Claretian charism today? and Is the existence of a concrete missionary position the fruit of discernment carried out by the whole Congregation, the actual region of the Congregation or the Major Organism? If the two questions are answered positively then there is no problem, that position is Claretian; in the case that one of the two fails, a series of revisions of the position must be undertaken which could even lead to its closure To these two fundamental questions, we must appraise within the Province or Delegation, an appraisal from the specific situation of people and communities. Can we continue weakening the community factor by multiplying pastoral positions that ultimately prevent the necessary minimum to allow for the community to exist? We must not forget that the testimony of fraternal life which announces the humanizing power of the Gospel is an essential part of our vocation as Claretian Missionaries. Recall the index indicating the number of Claretian per house; this ratio includes all the perpetually professed Claretians (formation houses, provincial curia, welfare communities) with corresponding ages; therefore, the actual number of people in the communities is less than that expresses the index.

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Nor should we forget, that in a dynamic service articulated to the particular churches, to observe if other groups or congregations are responding to the need or challenge found in a particular place or if the possibility of asking another congregation to be responsible for concrete charismatic work. At a time when we suffer from lack of personnel and therefore we speak of collaboration in the mission, it would be wrong setting up positions that already exist in a particular church and creating unnecessary tensions that do not help boost the evangelizing action of the Church. The next General Chapter has to consider exactly these two questions thinking of the whole Congregation today. What are the characteristics that define our missionary priorities, connected to concrete missionary positions, that as a Congregation we have to take on today. The answer to the first question has to shape all and each one of the missionary projects; the second will help the Major Organisms to undertake an adequate discernment on where they have to be and what has to be cared for as a priority. What things do I believe must be attended to looking at the results of the survey?

1. Base the missionary projects of each position on the characteristics of the Claretian charismatic identity that the Chapter decides, with the aim of identifying, in a Claretian way, each position whether it be parish, school, NGO, residence, social project, mass media or a higher institute.

2. For this to be possible, evidently, we must draw up missionary or pastoral Projects, as may be. It is not necessary for them to be huge projects; it is necessary that they be useful and, as such, must serve to articulate, in the process, the Claretian missionary response to a concrete place.

3. Seeing the urgencies, one detects a continued preoccupation for the youth, their distancing from the faith and the future of the Church; I am not speaking just in the West but in practically all places of the Congregation; in the same way the family is repeatedly mentioned. There also appears the Formation of evangelizers, both religious and lay, in the key of a ministerial ecclesiology of communion and all the corresponding dimensions for the poor and JPIC.

4. In order to mobilize the missionary positions in such a way that they conform to the characteristics of the Claretian charismatic identity and are able to follow the missionary priorities, I believe that great importance must be given to the coordination. In this case, a coordination that has to come from the Prefects of Apostolate and the Teams formed to animate the missionary characteristics and priorities.

5. There have also been many responses that have pointed out the need to qualify the Claretian Missionaries. If we wish to develop qualified services, we need qualifications that pass, necessarily through the study of specialities, especially theological, that back up the characteristics and priorities. If we do not do this we will never be able to truly consider the training of laity and religious; to have supra-parroquial services; schools of genuine quality or teams that do not serve just for the internal needs of the Congregation.

This survey was undertaken with the idea that it serve as something to take into account for the good outcome of the XXV General Chapter. I hope that it will be useful and that the work of the Chapter produces a document which clarifies the Area of Apostolate of the Congregation for the next six years.

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Misioneros Claretianos

Prefectura general de Apostolado

Roma, 2015

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